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Cawston Elementary School

Public | K-5

 

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Living in Hemet

Situated in a suburban neighborhood. The median home value is $130,000. The average monthly rent for a 2 bedroom apartment is $1,050.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
No new ratings
2012:
Based on 2 ratings
2011:
Based on 6 ratings

Teacher quality

Principal leadership

Parent involvement

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23 reviews of this school


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Posted April 2, 2014

The teachers go out of thier way to give our kids a outstanding education. Some of my kids have thier siblings teachers with the same great results.


Posted March 5, 2014

My daughter has been at Cawston for 3 years so far and loves it! She has enjoyed every teacher she has had. She is excelling there and is 3 reading levels above her grade level. The tide of opinion that overall school test scores are a measure of a "good" school is rather annoying. I think a child will excel where parents put in the effort. Cawston provides a good education and a positive environment and your child will do well there if you are involved. What's sad is parents who DO care not enrolling their child in schools with the slightly lower scores because they feel the education is lacking somehow. The enrollment of more kids with caring concerned parents would only help boost the scores of the school and improve the local community.
—Submitted by a parent


Posted February 8, 2012

I disagree with a lot of the negative comments on administration and teachers. I think they are very friendly there with both parents and students. They do care about their students and what the parents have to say. I find that there are lots of hostile parents that go to this school they fight over dropping their children off or picking them up. They create havoc for no reason, we are all there doing the same thing picking up and dropping off our children. There's going to be lots of traffic, if you are running late, than try making it a habit to getting there on time and don't take it out on the ones that are there on time. Otherwise, expect the traffic, and keep your tempers on check. You're talking about rude administration and teachers, look at the example you're setting for your own children. ~Happy Mom :)
—Submitted by a parent


Posted February 8, 2012

My oldest child has been going to this school for 4 years now. Most of the teachers are great. I agree with the others comments about guard duties for recess- they don't seem to be watched very well. I have volunteered and seen a lot of inappropriate behavior. I have also seen and heard the guard duty ladies yelling and handling children quite rough. If you work with children, you should be able to handle them appropriately. I haven't had any issues with the staff and I agree with some of the other parents about the teacher to student ratio- 30 to 1 is way too high!! I love the principal and the vice principal (Ms. Chambers) is new this year so I don't really know her yet. All of the teachers my children have had are great, wonderful, full hearted, hard working teachers and any issues or concerns I've had have been worked out quickly and efficiently. Great group of teachers and great Principal.
—Submitted by a parent


Posted August 25, 2011

Agree about the Clean campus,If only H.U.S.D. would fire half the staff and administration to replace with new knowledgable, caring,administration it would probably be a better school.Yes, they have a few great teachers there.With my experience I think most of them would be better off not working with children.They are not equipped to handle special needs children.Nor do they have the patience.
—Submitted by a parent


Posted August 10, 2011

The administration is awful.... they all need an attitude adjustment and shouldn't use the budget as an excuse. Some of the teachers need one too. Last years teacher was terrible and cannot relate to handling children at all. She thinks that benching is the thing to do for all her problems.
—Submitted by a parent


Posted August 9, 2011

I have to say the school is very clean and the grounds are very nice.Excellent location. However,I found the office staff very rude and unprofessional.I have been ignored several times at the front desk.I have found the administration picks and chooses who they like and don't like.
—Submitted by a parent


Posted March 6, 2011

My experience with the school has been great. The teachers care about how the kids are treated and they make sure that the students receive the support that they need.
—Submitted by a parent


Posted February 24, 2011

My experience with the school has been great. The teachers care about how the kids are treated and they make sure that the students receive the support that they need. Unfortunately I have seen other parents do not feel that extra support is acceptable and do not appreciate the time it takes the teachers to have meetings to support their child's learning. It's time that we all support the teachers and their well meaning attitudes. Parents who do not want to support their child hinder the learning experiences of the rest of the students. The staff has been positive every time I have had to deal with them.
—Submitted by a parent


Posted January 27, 2011

My husband and I love this school. Our children been going there since 2005 and we have experienced nothing but excellence from the principle on down to the teachers. The principle goes around to every class room to see how the teacher's are teaching theirs class and etc... All the teachers are have master's or higher. The officer staff is exceptional. They are very respectful and very nice and show great concern about every problem that comes their way. The whole school staff loves the kids and that makes a big difference, they love seeing the kids excel. Mrs. Mathis
—Submitted by a parent


Posted December 1, 2010

This is our second year at this school,last year I had to have my child removed from a teachers class due to dissatisfaction w/the teacher.I was told my child was behind maturity wise because he likes to climb the monkey bars and dig in the wood chips.(he is 7) Also, the teacher and staff decided a plan to keep him seated in his seat by having him wear a backpack with books in it as he does his school work.I had him put in a new class which helped him. This year he has a better teacher but the one from last year I had to remind to stay away from my child. I feel this school lacks compassion for the children and backs teachers over the parents and child.I'm hoping my child finshes this year off well and I prefer to transfer schools by next year.I have been in and out of the office and I feel the teacher from last year labeled him bad student.I get that feeling.
—Submitted by a parent


Posted October 25, 2010

My son just started Kindergarten and I was surprised at how many kids are in his class! He is one of 25 in the class with only the teacher and no aids. I have sat in on the class and it is too much for one teacher to handle for this age group. I will continue to help out in the class as much as possible to ease the teacher's work load. I agree with the other comments about the office staff, not very friendly.
—Submitted by a parent


Posted August 3, 2010

My foster son's teacher is Mrs Franklin and we are soooo blessed to have her. She is what you call the TRUE EXAMPLE of what a teacher is. I can't wait until school stars back on the 23 of Aug!!!!!!!!!!!!!!!!!!!!!!
—Submitted by a parent


Posted March 24, 2010

There are some really great teachers, but the administration is not good at all. They all act like they do not like their jobs. The teachers do seem overworked and funding is so low.
—Submitted by a parent


Posted July 23, 2009

The school is not all that great. The staff are very rude, you ask them a question and they give you a smart remark. I teachers are good it's the staff who make you feel upset.
—Submitted by a parent


Posted August 14, 2008

Well my daughter has been attending this school for 2 years, it seems that the teacher/student ratio is to high. The schools growth is concerning to me. Every teacher she has had seems stressed and unable to focus and keep up with the amount of work being given. The administration all act as if they hate their jobs and rather be somewhere else. The after school program is a joke (to many kids and overworked staff). I really have nothing good to say about the school.
—Submitted by a parent


Posted May 29, 2008

My daughter is a a very succesful student thanks to the grat teachers and mrs Woods.Lots of activities,music ,safe environment .Valeria Nae
—Submitted by a parent


Posted March 15, 2008

This is such a great school. Not only do they have great teachers the principle is the best as well. The school spirit is off the charts.
—Submitted by a parent


Posted July 15, 2007

My children have gone to this school since its opening. I have had no complaints about their teachers for the last 3 years. They have learned a lot. The PTA is very involved with the school. They provide assemblies and are helping to build the library up. The office staff are always welcoming. Mrs. Woods is a wonderful principal. -Andrea Aguilar
—Submitted by a parent


Posted May 6, 2007

Very friendly staff. My daughter is very happy there. Loves her teacher. Mrs. Woods (principal) is great with the kids!
—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

796

Change from
2012 to 2013

-7

API Statewide Rank
(2012)

5 / 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 did not meet 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 did not meet all student subgroup API targets for 2013

This school's
API score

796

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

-7

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)

5 / 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.

133 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
54%

2011

 
 
52%

2010

 
 
46%
Math

The state average for Math was 65% in 2013.

133 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
58%

2011

 
 
63%

2010

 
 
51%
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.

120 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
34%

2011

 
 
31%

2010

 
 
36%
Math

The state average for Math was 66% in 2013.

121 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
56%

2011

 
 
41%

2010

 
 
64%
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.

131 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
68%

2011

 
 
65%

2010

 
 
59%
Math

The state average for Math was 72% in 2013.

130 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
72%

2011

 
 
73%

2010

 
 
62%
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.

121 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
67%

2011

 
 
59%

2010

 
 
65%
Math

The state average for Math was 65% in 2013.

123 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
60%

2011

 
 
70%

2010

 
 
82%
Science

The state average for Science was 57% in 2013.

121 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
57%

2011

 
 
58%

2010

 
 
58%
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 Students56%
Females55%
Males58%
African American58%
Asiann/a
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged53%
Non-economically disadvantaged65%
Students with disability18%
Students with no reported disability60%
English learner26%
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate38%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)60%
Parent education - college graduate68%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students59%
Females52%
Males66%
African American58%
Asiann/a
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged55%
Non-economically disadvantaged68%
Students with disability36%
Students with no reported disability61%
English learner26%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate46%
Parent education - high school graduate65%
Parent education - some college (includes AA degree)52%
Parent education - college graduate68%
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 Students43%
Females33%
Males50%
African American29%
Asiann/a
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)49%
Economically disadvantaged35%
Non-economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability43%
English learner14%
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate7%
Parent education - high school graduate20%
Parent education - some college (includes AA degree)57%
Parent education - college graduate59%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students58%
Females49%
Males66%
African American44%
Asiann/a
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)71%
Economically disadvantaged55%
Non-economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability59%
English learner33%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate40%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)70%
Parent education - college graduate47%
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 Students47%
Females58%
Males38%
African American33%
Asiann/a
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)57%
Economically disadvantaged41%
Non-economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability50%
English learner0%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate31%
Parent education - high school graduate42%
Parent education - some college (includes AA degree)50%
Parent education - college graduate56%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students53%
Females63%
Males45%
African American33%
Asiann/a
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged51%
Non-economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability54%
English learner18%
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate46%
Parent education - high school graduate55%
Parent education - some college (includes AA degree)54%
Parent education - college graduate44%
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 Students62%
Females70%
Males52%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged57%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability62%
English learner14%
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate53%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)71%
Parent education - college graduate64%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students59%
Females57%
Males63%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged56%
Non-economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability59%
English learner50%
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate53%
Parent education - high school graduate51%
Parent education - some college (includes AA degree)61%
Parent education - college graduate82%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students56%
Females58%
Males54%
African Americann/a
Asiann/a
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)63%
Economically disadvantaged49%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability55%
English learner21%
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate53%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)59%
Parent education - college graduate82%
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 50%
White 31%
Black 10%
Two or more races 5%
American Indian/Alaska Native 1%
Asian 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 73%N/AN/A
English language learners 15%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

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School basics

School Leader's name
  • Colleen Flavin
Fax number
  • (951) 929-2496

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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4000 West Menlo Avenue
Hemet, CA 92545
Phone: (951) 765-0277

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