GreatSchools Rating
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Teacher quality
Principal leadership
Parent involvement
Creative, caring teachers and staff. We feel very fortunate to have such an exceptional school right here in our neighborhood. Keep up the great work!
—Submitted by a parent
Great experience with the teachers (Love Mrs. McNamara, Mrs. Weiss, Ms. Rikimaru and Beres). Unfortunatley there is a kid problem/bully problem at this school that is not taken seriously. It's been brought to the principals attention who takes a rather laid back approach. I have spoken to a number of mothers who have encountered the same problem.
—Submitted by a parent
This school is great. Mrs. Mcnamara is the best kindergarten teacher ever. She genuinely cares for the kids and is very patient when it comes to communicating with parents.
—Submitted by a parent
Mrs. Kaplan is a gem. She knows how to teach effectively to different student learning styles and truly cares.
—Submitted by a parent
As a principal I understand the concerns of parents regarding bullying. It is something that we take seriously at Myford and are implementing some new programs in order to do so. This year our first assembly is an anti-bullying assembly put on by the company The Power of One. Throughout the year we will be addressing issues such as bullying, diversity, and being an individual through literature and activities at monthly assemblies. I hope this proves to be a successful way to bring to light some very serious issues.
—Submitted by a teacher
Being a former student at Myford, I know how well the school runs. Mrs. Lev, who no longer works at the school, was an amazing principal. The current principal, Ms. Fedderly (many reviewers have talked about her) has done an OK job running the school. However, the school is still doing great. More maintenance should be done on the grass fields, but in terms of test scores, the school has done well. It has won 2 California Distinguished School awards and I expect it to win some more in the near future. Have your child attend this school!
I also think that there are some bullying situations happening at Myford. I hope Ms. Fedderly can take it seriously and encourage all kids to be friendly, loving, caring and to play with each other fairly. It is even more important than a high API.
—Submitted by a parent
We have been delighted with Myford from K through 5th. The teachers are dedicated and exceptionally caring. The education is solid and considers a child's individual needs. Sadly, the class sizes increased this year with budget changes in the state, but the quality of care has remained. From Mrs. Nedderson, to Mrs. Ayers, Mrs. Martin and Mrs. Kilgore and more, we are very grateful for the great schooling our child has received.
—Submitted by a parent
This school has an issue with kids being bullied and Ms. Fedderly overlooks such. Plus their is a language barrier with the parents although I'm not how Ms. Fedderly addresses them. I'm sure this is why the parent below has brought up the circumstance. The teachers this year also seem like they are only there for the paycheck except for some seasoned teachers this year. We ned to get rid of the bad teachers and replace them with teachers who truly care. Most parents don't know half the time what their child is doing in class. I personally think Ms. Fedderly should require a teacher to post such literature online in a web page format.
—Submitted by a parent
This is the best school! The parents, teachers and staff care about the children and their education is priority. The neighborhood is so supportive as well despite the economic turn down.
—Submitted by a parent
I think they do a great job of continuing to drive the students hard yet in a fun and exciting manner. All the projects that they do is a testament of that. Also, the school and their staff are very organized.
—Submitted by a parent
I love my childrens school! From Mrs. Lev to Mr. Carlos! The teachers are dedicated! :)
—Submitted by a parent
It is the best school in the world! My child went there and she became the smartest person in high school.
—Submitted by a parent
Myford has all the right ingredients for successful students. At this school you will find teachers and staff who care about your childs education and overwhelming parent involvement to help make it one of the best!I feel confident with leadership, safety and discipline. Monica Black
—Submitted by Monica Black, a parent
This has been a great school for my son. They have a great aftercare program onsite. Most of his teachers have gone the extra mile to make sure that he understands his subjects and will do well in later grades.
—Submitted by Cherie, a parent
My daughter is in second grade at this School. The best thing that I like regarding this school is that the school emphasizes a lot in reading and loving books. A kindergarten student is able to read the level of the first grade books by the end of this year. I know each kid is different in learning capabilities, but I have seen this progress in reading for not only my daughter but also her cousins who are in the same school in different grades. The teachers have extra patience, I think. I seriously do not have to worry about the academic programs that the school offers as it is rated excellent. I do not have to worry about teaching my daughter seperately after all she learns at school. The parent involvement is so high that I sometimes feel guilty not able to get involved too much. The Principal is wonderful.
—Submitted by Ritu Kumar, a parent
Both my children are at Myford. Myford is a great school. The teachers are highly skilled and work hard to bring out the best in each child. The teachers and the principle are very open to technology. The principal is kind and wise. She is a great example of a leader. The parents are very involved in the school. I am very thankful for have Myford our home school.
—Submitted by a parent
My children have been at Myford since the day it opened. Mrs. Lev is a wonderful principal. The staff is amazing with three wonderful ladies in front - Erica, Carla and Erin. The teachers are all so well qualified and each teacher my children have had has worked to meet my child's needs.
—Submitted by Deanna Bartholomew, a parent
The leadership of Nancy Lev makes Myford a fantastic example of how education works! The teachers are the finest I've seen. The facilities are sensational. The onsite Child Development Center provides a wonderful after school program. Myford Elementary is a phenomenal 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.
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.
154 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
154 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.
148 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
148 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.
153 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
152 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.
98 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
98 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
98 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 | 89% |
| Females | 96% |
| Males | 84% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 90% |
| Students with disability | 75% |
| Students with no reported disability | 90% |
| English learner | 86% |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | n/a |
| All Students | 93% |
| Females | 99% |
| Males | 90% |
| African American | n/a |
| Asian | 97% |
| Filipino | n/a |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 91% |
| Non-economically disadvantaged | 94% |
| Students with disability | 83% |
| Students with no reported disability | 94% |
| English learner | 95% |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 96% |
| 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 | 79% |
| Females | 85% |
| Males | 73% |
| African American | n/a |
| Asian | 79% |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | 24% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | n/a |
| All Students | 93% |
| Females | 93% |
| Males | 94% |
| African American | n/a |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | 71% |
| Fluent-English proficient and English only | 96% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 96% |
| 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 | 93% |
| Females | 97% |
| Males | 90% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 97% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 92% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | n/a |
| All Students | 92% |
| Females | 95% |
| Males | 90% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | 92% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 100% |
| 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 | 87% |
| Females | 93% |
| Males | 79% |
| African American | n/a |
| Asian | 97% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 80% |
| Males | 83% |
| African American | n/a |
| Asian | 97% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 88% |
| Males | 86% |
| African American | n/a |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 97% |
| 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
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Asian | 48% | 8% | ||
| White | 32% | 28% | ||
| Multiple or No Response | 10% | 3% | ||
| Hispanic or Latino | 6% | 49% | ||
| Filipino | 3% | 3% | ||
| African American | 1% | 7% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 17% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 4% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Vietnamese | 22% | 2% | ||
| Korean | 18% | 1% | ||
| Mandarin (Putonghua) | 17% | 1% | ||
| Farsi (Persian) | 8% | 0% | ||
| Spanish | 8% | 85% | ||
| All other non-English languages | 5% | 1% | ||
| Arabic | 5% | 1% | ||
| Japanese | 4% | 0% | ||
| Gujarati | 3% | 0% | ||
| Bengali | 2% | 0% | ||
| Hindi | 2% | 0% | ||
| Khmer (Cambodian) | 2% | 0% | ||
| Urdu | 2% | 0% | ||
| Armenian | 1% | 1% | ||
| Assyrian | 1% | 0% | ||
| Cantonese | 1% | 2% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Portuguese | 1% | 0% | ||
| Rumanian | 1% | 0% | ||
| Russian | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 24 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 7 | N/A | 11 |
| Average years teaching | 10 | 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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3181 Trevino Drive
Irvine,
CA 92602
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Phone: (714) 734-1875
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