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GreatSchools Rating

Patton Elementary School

Public | K-6

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
No new ratings
2012:
Based on 1 rating
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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19 reviews of this school


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Posted Wednesday, September 17, 2014

My child has been at Patton for 4 years going on her 5 year I would have to say the last few years the school has really gone down hill my child was getting bullied and nothing was done but singling her out with teacher ,staff as we'll as parents when I tried to get to the bottom of the issues with her teacher she said she would talk to the student about this well she did she also told the parent what I had said and I was the one that said it which made more issues the parent tried bulling me once again nothing done about the issues and this parent was aloud in class with my child they told me there was nothing they could do my child started falling behind because of this and no extra help was offered and it was not brought to my attention till it was to late I am very involved with my child and checking on grades all the time why was this not brought up to me sooner ...
—Submitted by a parent


Posted Wednesday, September 17, 2014

2nd post Extended review ... now being a new school year I thought I would give the school another chance since years before it was such a great school boy was I wrong my child's new teacher is always late to lunch , her class is always late getting out of class and she does not communicate with me I have called the office to have her call me I've written letters and nothing I would have to say since the new principal has came to this school it makes it a 6 not a 10 the stuff,teacher and parents are rude even the children are rude it's like being in high school all over again i am removing my child from this school I know most pass reviews are great but at that time it was a different principal .
—Submitted by a parent


Posted December 12, 2012

I have been at Patton for 6 years now and have grown to love, LOVE it there. I have worked for other schools in this district and can say that the educational experience at Patton is second to none. The staff and the PTA partner together to provide the best experiences for the students. The educational field trips the PTA provides funding for are awesome. Our API is just one measure of our excellence. The support staff are always there to help parents and you are always made to feel welcome on campus. For being the largest elementary school in the district, Patton has the small school vibe. Teachers know all the kids and so does the support staff. Its amazing. I highly recommend Patton Elementary school and am proud to be a Patton parent.
—Submitted by a parent


Posted August 13, 2010

I disagree with the review below. Principal has nothing to do with enforcing the teachers to be there every day. Most GGUSD teachers are in the teachers union and their contracts specify number of paid sick days, holidays, etc. Why blame the principal? Also, the only "short" working days they have are Wednesdays; although the students get out early, the teachers stay and use this time for staff development and to discuss school issues. They don't get to leave early! My three children went to Patton and we were very happy with their teachers. Instead of complaining, why not volunteer in your childs class and see the learning that really goes on here. I dont know of any teacher on campus that would turn down an offer of classroom help. Loved this school and it's caring staff! My brother recently moved here so my niece and nephew could attend Patton.
—Submitted by a parent


Posted April 3, 2010

Principal is not strict with teachers, absenteism among teachers is very high and the students get neglected, Considering their high salaries and long summer paid stay home and short working days and extra holidays, they should put their hearts and minds during the school days to take care of poor souls assigned to them each year. Instead most teachers in this school with the exception of very few have an attitude of showing a very nice face when they talk but do not whole heartedly attend to kids' needs. Same can be said of the administration and general state of affairs in the school, again pointing to poor leadership from the top.
—Submitted by a parent


Posted February 9, 2010

Excellent elementary school! Attentive and involved teachers and Principal. Wonderful and caring office staff and a clean and well maintained campus. My child attended 6 years at Patton, the educational activities and events held for the students every year are an example of what great leadership and incredible teachers can do for a school. Facing many budget problems, the PTA and staff have gone above and beyond to make learning a memorable experience for their students.
—Submitted by a parent


Posted February 3, 2010

Patton is an excellent school for any child. Their teachers are wonderful, and the teachers will never give up on your child. I'm a former student there and I know that Patton is the best. I'm in tenth grade now and only two teachers that I have had has retired. That shows how much they care about their students. They also offer instrumental lessons in fifth grade. I still play the sax. The music teacher is great. I live in Virginia now, and Patton is so far ahead, I am taught some of the same things in high school I learned at Patton. Kudos to my K-6 teachers. Miss. McKinney, Miss. Jensen, Miss. Shannon, Miss. Weaver, Mrs. Murphy, Miss. Skiles, and Mr. Westergard. Class of 2006 K-6 Go Patton Patriots
—Submitted by a parent


Posted February 25, 2009

Awesome place, awesome staff, great education for my children! I am so impressed with the teachers and administration and am so thankful for all that they do for my children.
—Submitted by a parent


Posted October 29, 2007

All four of my children attended Patton. Two are currently students at Patton. I love this school. The teachers are so great. I have had the opportunity to experience the teaching techniques of over a dozen Patton teachers. My vote for gold medal teaching would go to Mrs. Shannon and Mrs. Vallone. We have a new principal. She has been implementing many fun things at Patton: a school wide costume party on Halloween, and showing movies during lunchtime in the cafeteria. It is nice to have a new principal.
—Submitted by a parent


Posted October 13, 2006

I just had to take a moment out of my busy life to say that Patton is a great school. The teachers are so kind, and the campus is clean! That's a major plus to me. It's nice to know that my child is in a positive and safe environment. I don't have to worry about my child for one second while she is at school during the day, because I know she is in good hands.
—Submitted by a parent


Posted September 23, 2006

My child attended kindergarten at Patton last year. The number of children in his class was around 32, which seemed much too large to me. The teacher was able to teach and keep calm in the classroom despite such a large number of students. (Ms. Murphy did a fantastic job!) There was a good amount of parent participation/volunteers and the PTA sponsored many worthy activities. The principle and assistant principle were always visible and highly accessible.
—Submitted by a parent


Posted June 14, 2006

Excellent academic and extracurricular program. High parent involvement. Extremely active PTA membership. Large school in number of students, but a small school feeling! Staff (teachers and office) are outgoing and helpful.
—Submitted by a parent


Posted February 7, 2006

My children are new to the school this year. I'm pleased that they love it. I've seen a difference in the caliber of homework compared to thier last school. Not sure about parent involvement, though - haven't been able to partake in anything since I work. I wish they'd have more opportunities for working parents to be involved.
—Submitted by a parent


Posted September 7, 2005

My daughter attended Patton Elementary School as a Kindergartener last year. I was very impressed with the school. Mrs. Burks and Mrs. Bailey were great teachers who both had a genuine concern for the personal development of each of their students. It was obvious the students were very comfortable in their class environment and their well structured daily routine. As for parent involvement, there were 1 or two parents on pretty much a daily basis that would come to class and help out with whatever they could. There is also an annual carnival that parents and students run and attend. All of the faculty and staff that I have met have been very welcoming. Class size was about 28 students per Kindergarten class.
—Submitted by a parent


Posted April 23, 2005

Patton is a terrific school, with many great teachers. There are a few teachers that leave a lot to be desired and the principal is a real winner (I'm being sarcastic!) but overall, it is a very good school.
—Submitted by a parent


Posted January 20, 2005

I love having my children at Patton! I feel it is safe and the teachers are dedicated. My 2nd grader already has completed 6 book reports, and my Kindergarten can write from 1-100 and knows all his letters and sounds. It certainly requires high achievement. The chess club is great- my 5 year old loves it! My 7 year old is looking forward to music class in the 4th grade. There is an overall sense of order, fun, higher goals, and dedication. The PTA is super and their carnival and book fair and Candy Corner is awesome. The administration has been helpful and cares very much for the children.
—Submitted by a parent


Posted February 23, 2004

Great school. Nothing mediocre about it. Report cards are awful but that is a district-wide issue with elementary schools. Some parents complain about too much homework but it seems to be more of an individual issue than classroom to classroom. There needs to be fewer transfer students. Strong PTA for additional funding. Great overall program from academics to the arts.
—Submitted by a parent


Posted October 22, 2003

The school is 'nice' and nothing more. My children have been enrolled in GATE at Patton for several years and I am disappointed with the program. The idea of depth and complexity for gifted students sounds wonderful. However, I have yet to see this in practice. I do not think that extra homework, silly spelling tasks or memorization of useless data is asking these students to use their abilities. This appears to be an effort to make students/parents feel like the kids are doing more, but most of it is mindless, time stealing activity. I would much rather spend the time playing a game or reading with my children! I am also concerned with the inequity in amount of homework from class to class. One class will do 10 minutes and another will have 3 hours. This is crazy. The principal or GATE coordintor needs to monitor this to create equity.
—Submitted by a parent


Posted October 3, 2003

Great school, nice campus and encourages parent involement. Only draw back is because it gets high academic test scores, the school is starting to get overcrowded. They have had to build extra modular classrooms just to accomodate the extra students from outside the school area. Thus over crowding occurs, lack of resources to go around. Hopefully the administration and district is taking note before Patton turns into the 'average' or worse school.
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

941

Change from
2012 to 2013

+6

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

6 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2013

This school's
API score

941

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

+6

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

10 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

6 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 56% in 2013.

123 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
77%

2011

 
 
80%

2010

 
 
82%
Math

The state average for Math was 65% in 2013.

123 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
91%

2011

 
 
87%

2010

 
 
93%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

142 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
66%

2011

 
 
76%

2010

 
 
71%
Math

The state average for Math was 66% in 2013.

143 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
85%

2011

 
 
88%

2010

 
 
86%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

159 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
91%

2011

 
 
89%

2010

 
 
82%
Math

The state average for Math was 72% in 2013.

159 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
93%

2011

 
 
96%

2010

 
 
88%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

158 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
94%

2011

 
 
90%

2010

 
 
84%
Math

The state average for Math was 65% in 2013.

158 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
95%

2011

 
 
92%

2010

 
 
86%
Science

The state average for Science was 57% in 2013.

159 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
94%

2011

 
 
94%

2010

 
 
89%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

156 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
81%

2011

 
 
84%

2010

 
 
83%
Math

The state average for Math was 55% in 2013.

157 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
86%

2011

 
 
85%

2010

 
 
89%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

All Students83%
Females90%
Males76%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged100%
Not economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability85%
English learner80%
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate89%
Parent education - graduate school/post graduaten/a
Parent education - declined to state83%

Math

All Students95%
Females93%
Males97%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged100%
Not economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability97%
English learner100%
Fluent-English proficient and English only94%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate100%
Parent education - graduate school/post graduaten/a
Parent education - declined to state95%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students62%
Females63%
Males61%
African Americann/a
Asian78%
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged65%
Not economically disadvantaged61%
Students with disabilityn/a
Students with no reported disability64%
English learner42%
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)47%
Parent education - college graduate61%
Parent education - graduate school/post graduate73%
Parent education - declined to state68%

Math

All Students83%
Females83%
Males82%
African Americann/a
Asian94%
Filipinon/a
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged79%
Not economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability85%
English learner89%
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)82%
Parent education - college graduate78%
Parent education - graduate school/post graduate100%
Parent education - declined to state84%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students86%
Females87%
Males85%
African Americann/a
Asian98%
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged85%
Not economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate85%
Parent education - graduate school/post graduaten/a
Parent education - declined to state85%

Math

All Students93%
Females95%
Males92%
African Americann/a
Asian98%
Filipinon/a
Hispanic or Latino93%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged90%
Not economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only94%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate95%
Parent education - graduate school/post graduaten/a
Parent education - declined to state92%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students88%
Females88%
Males88%
African Americann/a
Asian98%
Filipinon/a
Hispanic or Latino86%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged86%
Not economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate79%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate90%
Parent education - graduate school/post graduate94%
Parent education - declined to state87%

Math

All Students97%
Females94%
Males100%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino91%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)97%
Economically disadvantaged91%
Not economically disadvantaged98%
Students with disabilityn/a
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only97%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate84%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate100%
Parent education - graduate school/post graduate100%
Parent education - declined to state97%

Science

All Students93%
Females93%
Males93%
African Americann/a
Asian98%
Filipinon/a
Hispanic or Latino91%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged94%
Not economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate89%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate98%
Parent education - graduate school/post graduate100%
Parent education - declined to state90%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students90%
Females88%
Males93%
African Americann/a
Asian98%
Filipinon/a
Hispanic or Latino89%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged93%
Not economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate100%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate88%
Parent education - graduate school/post graduaten/a
Parent education - declined to state88%

Math

All Students93%
Females91%
Males94%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latino87%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantaged84%
Not economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate100%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate94%
Parent education - graduate school/post graduaten/a
Parent education - declined to state89%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
White 41%
Asian 31%
Hispanic 20%
Two or more races 3%
Black 1%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 31%N/AN/A
English language learners 11%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

This school has not yet provided program information.


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6861 Santa Rita Avenue
Garden Grove, CA 92845
Website: Click here
Phone: (714) 663-6584

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