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Teacher quality
Principal leadership
Parent involvement
I love Collegeview.All my children have went there. I would change it for the world. The teacher's and staff are awesome.The teachers' all take their time and show the most perfect attention to their students. My kids always come home with good things to stay about their teachers and staff. That is what makes a parent happy. Thank you Collegeview for being a great impact on my childrens education.
—Submitted by a parent
I love Mrs. Smith. She is very interested in the children. She spends lots of her time getting to know the kids and parents. My daughter has had 2 awesome teachers so far. She is only in first grade hince the 2 teachers. College view has lots of challenges that some other schools are fortuneate not to have but The PTA is working very hard to give the best to the children. The only wish I would have is for more parents to get involved!
—Submitted by a parent
New principal is not that great. She does not support parent or sibling participation. Love the teachers but wish Dr. White would have never left.
—Submitted by a parent
My oldest son transferred from the Los Alamitos High School District when we moved from that area ten years ago. That was a difficult time for our family because the schools in Rossmoor were considered so amazing, but honestly, our son received a better education once he was at College View. We were blessed with brilliant, highly educated teachers. We have two young children there now and could not be happier still. It has been years of wonderful learning and memories for our family. We are very grateful to the staff of College View. Dr. White, thank for all you did to turn things around!
—Submitted by a parent
I am soo proud to have my children attending college view. Academically they are doing above and beyond what I had imagined. They enjoy going to school every day. The teachers are wonderful, easy to communicate with and show an overall love and concern for the children and what they should be learning. Dr. White has done an amazing job with the school since she has come on board. Way to go College View!!
—Submitted by a parent
Dr. White and Staff are AWESOME!!! My kids are motivated, happy and love everything about school and their teachers. College View is the best kept secret in HB:)..... or it was.
—Submitted by a parent
Check out those scores! Way to go Dr.White and staff. My older child has moved on to middle school and my younger one is in 2nd grade. I am the luckiest parent to have been at this school for 6+ years. The teaching staff has only one goal..your child. The teachers always respond to their emails and return your phone calls. The principal is almost always walking around the classrooms observing the lessons. Love the awards assemblies,fundraiser incentive parties,bookfair,skate nights, jog-a-thon,full color year book,grade level plays,kite day you name it. The library is stocked full of current favorites as well as old classics. This is what being a kid is all about. The parent volunteers are there working hard and planning all week long. Keep up the good work College View....(P/S I'm not really a parent...I'm a Wildcat Mom!)
—Submitted by a parent
Both of my children have a love for learning because of the dedicated teachers and staff at College View. As far as earlier complaints about lengths of recess and lunch, I don't think people are aware that the state mandates minutes required for these times. Also, the state sets the curriculum for ELL and English Only standards. They both are mandated and the school does follow them rigorously. It is not a teacher's personal choice per se to only work with a certain set of students. All students are taught to their differentiated level districtwide. The student population is "balanced" which I prefer for my children who will be able to function in the "real world". There is a ton of parent involvement and opportunities for families to become involved. I am a teacher in another district so I really am able to see that College View is wonderful!
—Submitted by a parent
College View is a hidden treasure in Ocean View School District. The dedicated staff ensures success for every student. I am very proud to be part of the wildcat family. Three teachers send their children to College View!
—Submitted by a parent
My son has been going to this school since preppie K and each year he has had great teachers and made great friends. I love that the class sizes are smaller and the attention that he gets. Keep up the good work College View!
—Submitted by a parent
We have a diverse ethnic collection of students with a mix of middle class students. The school sponsored my family during Christmas time and helped with gifts for my kids. The staff is dedicated to our students education and the well being of our families. I wouldn't send my kids anywhere else.
—Submitted by a parent
Our son has been attending CollegeView since he was in Kindergarten and he is currently finishing the fifth grade. We've had two lady principles which have been quite different from each other as well as a few teachers have left or came on board recently. I applaud all the staff for all that they do. They all care about the children and it shows. Our son loves this school and we will all be sad to leave . I have been impressed with the open communication between all the staff and our family. As the saying goes...you get out of it what you put in! The education, field trips, staff, the children and the after school program have been great. It is a well balanced school and I think any child that comes to this school is blessed. Bottom line-Our son enjoys going to school and his grades are great.
—Submitted by a parent
Yeah! The scores are up! My girls love this school. We have had great teachers and the kids club is excellent. It is a very warm, caring and loving environment
—Submitted by a parent
I've had no complaints with this school or Mrs. Jaquin, the principal. My son excelled in Ms. Mitchell's First Grade class, participated in reading groups and became more and more enthusiastic with reading. His level grew immensely throughout the school year. Mrs. Jaquin knew my son's name and that I was his parent whenever we ran into each other, she seemed genuinely concerned and involved with all the students. She is implementing changes that will better the school given time. I appreciate all the staff's efforts and look forward to another year at College View. We had the choice to move out of the school's boundaries and we chose to stay. My son is invested in the school, teachers and fellow students. We love this school. Kids Club, on site before/after school care, is fantastically convenient and a bonus that other districts do not have.
—Submitted by a parent
I love this school. My children have all excelled at this school. The teacher's are very dedicated. I would recommend if you are looking for a high quality school.
—Submitted by a parent
The quality of education is rapidly declining at this school. My daughter's teacher had no communication with the parents until I complained about it. The principal has no control of what is going on in the classroom and I fell the children are suffering because of it.
—Submitted by a parent
My kids participated in many extracurricular activities last year (some of which are sports). I'm not sure of any social issues with staff, as they seem like a very happy bunch. My kids' teachers do challenge their students, as evident when visiting at open house, and of course, the challenge must continue at home as well. As far as bullying, I feel the school did a great job in building awareness last year.
—Submitted by a parent
This is my family's 7th year at College View and I have witnessed a great decline in the quality of education at this school. My children have not been challenged, and the staff is too focused on their own social issues than education. There are no extracurricular activities, sports activities, and bullying continues to be a problem on the playground.
—Submitted by a parent
While teacher quality is average, I have to agree that the children below grade level receive the 'Lion's share' of resources. While the principal is present she does not know the majority of the children or parent names. Probably my biggest concern is her lack of response to children who ought to be suspended. Before making your decision, compare other schools in the district
—Submitted by a parent
I have 2 kids attending College View. This is our first year, we transferred from a private school. I could not be any happier with the school. The two teachers we have are extraordinary. They are caring, creative,attentive and dedicated to giving the kids the best education. The principal has been great, we see her on school grounds, classrooms and in the playground on a daily basis. The PTA has been great in showing their interest in the kids and school, they have put on many great activities. Another great program at college view is the after school program 'Kids Club', its fun for the kids and they receive homework assistance. I can tell by the smiles on my kids face that they enjoy attending this school. Their academics are improving tremendously as well as their social skills. College View was the right choice for our family.
—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.
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 API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
79 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
79 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 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.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 48% in 2012.
82 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
83 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 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.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 67% in 2012.
80 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
78 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 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.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
69 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
70 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
69 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 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.
See California's state standards
Source: California Department of Education
| All Students | 71% |
| Females | 74% |
| Males | 68% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | 59% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 63% |
| Males | 71% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | 56% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 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.
See California's state standards
Source: California Department of Education
| All Students | 44% |
| Females | 39% |
| Males | 48% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 59% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 57% |
| Students with disability | n/a |
| Students with no reported disability | 44% |
| English learner | 15% |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | 52% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 72% |
| Females | 63% |
| Males | 80% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | 50% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 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.
See California's state standards
Source: California Department of Education
| All Students | 70% |
| Females | 77% |
| Males | 63% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | 38% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 68% |
| Males | 80% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | 67% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 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.
See California's state standards
Source: California Department of Education
| All Students | 59% |
| Females | 66% |
| Males | 48% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | 17% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 48% |
| Females | 56% |
| Males | 37% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 54% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 56% |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | 15% |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 22% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 53% |
| Females | 57% |
| Males | 46% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 59% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 68% |
| Students with disability | n/a |
| Students with no reported disability | 55% |
| English learner | 11% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 28% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 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.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 42% | 28% | ||
| Hispanic or Latino | 34% | 49% | ||
| Multiple or No Response | 17% | 3% | ||
| Asian | 4% | 8% | ||
| Pacific Islander | 2% | 1% | ||
| Filipino | 1% | 3% | ||
| African American | 0% | 7% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 26% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 56% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 76% | 85% | ||
| Arabic | 8% | 1% | ||
| Vietnamese | 8% | 2% | ||
| All other non-English languages | 3% | 1% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Mandarin (Putonghua) | 2% | 1% | ||
| Farsi (Persian) | 1% | 0% | ||
| Hungarian | 1% | 0% | ||
| Marshallese | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 11 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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6582 Lennox Drive
Huntington Beach,
CA 92647
Website: Click here
Phone: (714) 847-3505
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