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GreatSchools Rating

Lampson Elementary School

Public | K-5 | 846 students

 

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Last modified
Community Rating

3 stars

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

Teacher quality

Principal leadership

Parent involvement

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10 reviews of this school


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Posted March 22, 2013

My son started Kindergarten here. Classes are too full. Lunches are horrible. Events are extremely poorly poorly planned. The school seems only concerned with money and not the students. I can't say we've had one positive experience here and I do not plan on returning him to this school next year. Parent involvement is low and I believe it is because they do treat us like outsiders. We're not even allowed to come and have lunch with them. Sign in is a joke in the office as well. Anyone can sign in and for any reason. I do not feel like it is the safest school.
—Submitted by a parent


Posted January 10, 2011

I am a former student of Lampson Elementary School and am currently enrolling in Portola Middle School. After reading the reviews of the parents and students, and listening to my little brother's comments about the school, I can gather that there are very few teachers who are actually dedicated to teaching the students, low parent involvment, and there is a principal who rarely helps out the faculty members. I just want to say that this school has fallen way behind the other schools. I once tested my brother (who is in advanced English and Math) to see how behind they are by giving him a test with questions that an average 5th grader could answer. However, he failed it miserably. And after looking at the test scores and stats of the school, I feel that this school should either begin to catch up on the education level or the principal should just resign from this school because she is not doing a very good job running it.


Posted April 29, 2009

My son recently transfered to this school and I believe lampson is completly behind most other elementary schcools. My son is in first grade and came from a school that was way more advanced than lampson. I feel that his school work went from hard to way below his grade level. It is as if I took him out of 1st. grade and put him in the beginning of kindergarten. My child will not be returning next year.....
—Submitted by a parent


Posted November 18, 2008

This school is has had a few bad raps in the past, but with the new principal , vice- principal and dedicated teachers this school will reach it's goal. Yes parent involvement is very important for the children at Lampson... so you are welcome as a Lampson parent to join 'volunteer' the Lampson Leopard, for a better tomorrow!
—Submitted by a parent


Posted January 10, 2006

There are almost 1000 students at this elementary school. Parent involvement on a school wide basis is dismal. School functions are few and far between and even then they are poorly planned. The new single track calendar has aided in leveling the academic structure of the classrooms. I have been fortunate to have outstanding teachers which is the only reason I don't enroll him in private school. If I got in on open enrollment at any of the several schools I apply at each year I would leave in a heartbeat!
—Submitted by a parent


Posted January 3, 2006

very bad acadmic program, poor safety and no parent involvment in the classroom If you have another choice, do not send your child to this school
—Submitted by a parent


Posted August 19, 2005

Lampson has a new system in place, where the children have a home room, and are sent out for language arts to another classroom for instruction. All other subjects are studied in the home room. Some teachers will not see their own home room students all day....Who thought up the classroom makeup? Why would you break students up into different classrooms and then send them off to other teachers for instruction? As a parent, this makes no sense to me. This school came from a year round multi track schedule to a single track year round schedule. This school has 950 students on campus at one time, when before they only had 700 students on campus (which is very excessive as well). How are our students supposed to get the most out of an overcrowded school? How are they supposed to score well on tests?
—Submitted by a parent


Posted July 8, 2005

safety involvement is very bad.
—Submitted by a parent


Posted April 7, 2004

Teachers and staff are wonderful. Parent involvement is very low. School lunches are awful. No inside lunchroom.
—Submitted by a parent


Posted September 10, 2003

I am very satisfied with the effort the teachers and staff invest in the student. The efforts on the teachers and staff is an A+. Thank you.
—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

772

Change from
2012 to 2013

+13

API Statewide Rank
(2012)

3 / 10

API Similar Schools Rank (2012)

4 / 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 its schoolwide API target for 2013.
  • This school has not yet 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

772

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

+13

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)

3 / 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)

4 / 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.

145 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
48%

2011

 
 
37%

2010

 
 
35%
Math

The state average for Math was 65% in 2013.

145 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
46%

2011

 
 
52%

2010

 
 
46%
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.

106 students were tested at this school in 2013.

2013

 
 
28%

2012

 
 
26%

2011

 
 
24%

2010

 
 
19%
Math

The state average for Math was 66% in 2013.

109 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
60%

2011

 
 
52%

2010

 
 
33%
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.

107 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
47%

2011

 
 
34%

2010

 
 
45%
Math

The state average for Math was 72% in 2013.

110 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
53%

2011

 
 
48%

2010

 
 
55%
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.

115 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
42%

2011

 
 
45%

2010

 
 
46%
Math

The state average for Math was 65% in 2013.

118 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
45%

2011

 
 
59%

2010

 
 
41%
Science

The state average for Science was 57% in 2013.

115 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
52%

2011

 
 
58%

2010

 
 
52%
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 Students29%
Females34%
Males25%
African Americann/a
Asian55%
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged25%
Not economically disadvantaged60%
Students with disability0%
Students with no reported disability32%
English learner23%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate23%
Parent education - high school graduate26%
Parent education - some college (includes AA degree)48%
Parent education - college graduate42%
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

Math

All Students47%
Females45%
Males50%
African Americann/a
Asian70%
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged45%
Not economically disadvantaged67%
Students with disability17%
Students with no reported disability50%
English learner44%
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate42%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)65%
Parent education - college graduate58%
Parent education - graduate school/post graduaten/a
Parent education - declined to state31%
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 Students28%
Females29%
Males28%
African Americann/a
Asian80%
Filipinon/a
Hispanic or Latino19%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged25%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability29%
English learner23%
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate14%
Parent education - high school graduate31%
Parent education - some college (includes AA degree)40%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students60%
Females51%
Males70%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged57%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability61%
English learner58%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate45%
Parent education - high school graduate60%
Parent education - some college (includes AA degree)80%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
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 Students51%
Females63%
Males39%
African Americann/a
Asian78%
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged50%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability51%
English learner45%
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate40%
Parent education - high school graduate57%
Parent education - some college (includes AA degree)64%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students62%
Females67%
Males57%
African Americann/a
Asian89%
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged60%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability64%
English learner55%
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate50%
Parent education - high school graduate62%
Parent education - some college (includes AA degree)79%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
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 Students46%
Females47%
Males45%
African Americann/a
Asian75%
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged44%
Not economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability46%
English learner28%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate43%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)46%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students60%
Females61%
Males59%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged58%
Not economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability61%
English learner47%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate59%
Parent education - high school graduate56%
Parent education - some college (includes AA degree)54%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students62%
Females60%
Males63%
African Americann/a
Asian90%
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged58%
Not economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability61%
English learner46%
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate61%
Parent education - high school graduate55%
Parent education - some college (includes AA degree)67%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
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
Hispanic 81%
Asian 12%
White 4%
Black 1%
Two or more races 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 88%N/AN/A
English language learners 68%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

Teacher resources

Special staff resources available to students Instructional aide(s)/coach(es)
Foreign languages spoken by school staff Spanish
Read more about programs at this school
Source: Provided by a school official.

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Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab

Language learning

Foreign languages spoken by staff
  • Spanish

Health & athletics

Staff resources available to students
  • Instructional aide(s)/coach(es)
School leaders can update this information here.

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School basics

School Leader's name
  • Maria Chairez
Special schedule
  • Year-round
Fax number
  • (714) 971-8516

Resources

Staff resources available to students
  • Instructional aide(s)/coach(es)
Foreign languages spoken by staff
  • Spanish
Extra learning resources offered
  • Title I Schoolwide program (SWP)
School facilities
  • Computer lab
School leaders can update this information here.

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13321 Lampson Avenue
Garden Grove, CA 92840
Website: Click here
Phone: (714) 997-6153

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