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GreatSchools Rating

Culverdale Elementary School

Public | K-6 | 653 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 10 ratings
2012:
Based on 2 ratings
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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27 reviews of this school


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Posted May 21, 2014

This is the first year in Culverdale Elementary School and I'm really happy, teachers are very patient, kind and friendly. Children have very good relationship between them and any other school my son has been better.
—Submitted by a parent


Posted May 4, 2014

The school is real good interms of education quality. The have very good methods of interactions , communication with the parents, manu extra curricular activities
—Submitted by a parent


Posted December 17, 2013

teachers have great personality but the real answered can they really teach. As a parent I had to find out resources for my children for English and math because the teachers don't teach spelling in the 3rd grade and up according to the principle kids don't need it and its not important. kids who are in the spelling bee are doing well because of outside help its not the school. Sorry I will no longer sugar coat the truth. the school is to busy wanting to enforced your kids being on the internet then being concerned of their hand writing skills and eye coordination skills spelling should never stop at 3rd grade no spelling words and up grade and math is to easy. sorry I am not here to make friends my kids learning is more important then friendship even though teachers are really nice but I am looking for what is best for my children to be successful in life. How about let parents worried about the internet and its up to the parents if they want their children on the internet instead of the school over stepping their boundaries . also learn to enforce the school policy's.
—Submitted by a parent


Posted November 9, 2013

My perception of Culverdale is completely different than the prior parent has expressed. My child has been at Culverdale for many years. The teachers are kind, caring and have high expectations for their students. Mr. Jetzer knows every child at his school and is never too busy to hear parents concerns. The PTA seems to be trying hard and there seems to be many new volunteers this year. The school has a feeling of community and fun. Not every person is going to be happy with everything, obviously, but Culverdale is a very good school.
—Submitted by a parent


Posted November 2, 2013

there is no doubt Mr.Yetzer is not a bad principal but the students and some teachers don't perform well at this school. If the principal is doing a great job he should not have that much trouble! Sorry your son is a third grader. you need to wait until he becomes a sixth grader to see what is going on
—Submitted by a parent


Posted October 31, 2013

My son goes to Culverdale elementary . He is in the 3rd grade. Mr. Jetzer is the most friendliest principal I have ever delt with in Irvine Unified Mr. Jetzer knows how to preform his job in every way.I have an 17 year old daughter who went to 5 different elementary schools in Irvine. The teachers are great to!! I love this school!!
—Submitted by a parent


Posted August 18, 2013

Culverdale has an incredibly strong principal, Mr. Jetzer. He rallies the troops and even though our son's teacher wasn't particularly strong, Mr. Jetzer held monthly awards ceremonies for the children. My child, a mediocre student, won a reading award and being recognized by Mr. Jetzer was a total gamechanger for my son's academic effort and acheivement. My son believed he was great and so then started acting as such. Jetzer held several events for parents which frankly, weren't all that well-attended. His door is always open and his enthusiasm is infectious and any school that he is associated with is destined for greatness.
—Submitted by a parent


Posted August 12, 2013

My daughter came from a private school where she was given work above her grade level and, because this is a public school, she had to go through state curriculum at the same pace as other students (regardless of their skill level). This isn't necessarily the fault of the school but public education in general. However, her teacher really did a great job encouraging her and providing a very positive environment for the kids. I liked that Culverdale is so diverse with students from so many ethnicities. I think it really showed my daughter a true perspective of having friends who are all different but the same.
—Submitted by a parent


Posted June 24, 2013

I had a great experience with Culverdale Elementary school. My kids are in 6th grade and kindergarten. They both loved the school and teachers, the principle is working hard. We love Culverdale it is a great school with wonderful teachers. Specially Mr Forster and Mrs Tamminen.
—Submitted by a parent


Posted June 21, 2013

Culverdale is not as good as other elementary schools in Irvine. The principal tries to make it better but he lacks a good leadership. Sixth grader teacher, Melonie, was a kindergarten teacher and all of a sudden has become a sixth grader without any experience. I took my son out of this school because of this teacher. Talking to couple of other parents, they were not happy too.
—Submitted by a parent


Posted June 20, 2013

We love this school! My daughter and her friends are always eager to go to the class. Firstly, they love their teacher, who really loves kids. Secondly, they love the way the teacher makes them learning - it`s interesting, easy and fun. Thirdly, children are always encouraged in different ways to do their best. Here kids adore studying! That is much more important for me than marks. The principal Mr. Jetzer is really respected and loved by the kids. I guess it`s because he loves, respects and treats them as individuals. He is really engaged in school`s life by playing with kids, communicating with parents and making school time bright with social events. Happy kids - happy parents :)
—Submitted by a parent


Posted April 12, 2013

I took a school tour here today because we might be moving into this area. I was very impressed by the atmosphere in the classrooms (quiet but "buzzy" and the kids were clearly enjoying themselves) and the huge respect and affection the kids clearly have for the Principal. It is a challenging environment for the staff with so many English language learners and kids from different cultures and backgrounds and it seems to me that they do an amazing job with what they have to work with. I don`t know if we will end up in this school area or not, but everywhere we went in this school the emphasis was on kindness and respect and I think these valuable qualities are sometimes bypassed in the race for grades. I left with the impression of a warm, caring school with motivated staff and happy kids and I don`t think an elementary school can be asked for much more.
—Submitted by a parent


Posted September 7, 2012

This is my son's second year at Culverdale and he loves his school. I have been very impressed with the new principal (Mr. Jetzer) who began the same year that my son started at Culverdale (2011). Mr. Jetzer is very involved in the school and with the children. He is genuine and sincere and it's obvious he wants to make a difference at Culverdale and wants the best for our children. So far my son's teachers have been outstanding and I truly enjoyed working with both the teachers and the aids (I volunteered in my sons classroom 1-2 times a week). My son is my first born so this was all new to me and I couldn't have asked for a more pleasant and memorable experience. I highly recommend this school to anyone who's looking for a well-rounded school with a family life atmosphere.
—Submitted by a parent


Posted June 22, 2012

I have noticed a lot of great improvements in this school because of the principal (Mr. Jetzer) who is very much involved in every aspect of the school's life. You can see him on a playground with children playing basketball, or you can see him playing a part in a magic show for the children. Under his leadership, I have also noticed that more and more parents are actively involved in the school's events. The teachers are also really great and very caring!!
—Submitted by a parent


Posted September 14, 2010

My daughter has been very happy over the last several years at Culverdale. She has had fabulous teachers and has learned a great deal. Unfortunately, I'm not so sure about this new principal. It's only the third week of school, and he was unable to get the class lists posted on time AND he has banned playing in the playground before and after school. You may not see the influence of a great principle, but an incompetent one is obvious.
—Submitted by a parent


Posted April 27, 2010

We have been very impressed with Culverdale. The teachers are wonderful--they seem to really enjoy teaching and treat the kids well. (Even teachers that don't have my daughter in their class say hi to her when they walk by!) I appreciate their innovation: my daughter's teacher got together with the other first grade teachers and formed a special reading group for my daughter and a couple other advanced readers. We were very impressed by the kindergarten program last year. I also think the principal does a great job and have met great parents.
—Submitted by a parent


Posted October 5, 2009

This must be the worst school in irvine, my kids go to this school and I kick myself for enrolling them in there I had the option of enrolling in a way better school hopefully i will try my best to change my kids school to something better, when it comes to academic challenge I don't think this school has something like that I feel my kids are learning the basics in there, what upsets me the most is how parents go in school to pick up their kids without stopping by the front office to sign in, parents can go in and out as they please without anyone watching or monitoring the situation , sadly it's too close to a park and strangers can be watching our kids while we think they are in safe enviroment... teachers not as good as i expected this is definitly the worst irvine schooli
—Submitted by a parent


Posted February 24, 2009

this school is great it has very good teachers that care for their students areas that they struggle in and the principal is great kind and nice it has dare for 6th graders. it is in a very safe comminty .
—Submitted by a student


Posted August 31, 2007

School has good teachers but an unsafe environment. The teachers become disciplinarians instead of teachers. Innocent kids are exposed to to much from the kids who unfortunately have been exposed to bad situations. I feel for these kids but dont feel children from good backgrounds should have to suffer because of this. Also they have had 4 principals in last 3 years! Last yrs principal didnt understand children at all and expected them to act & process situations like adults. School just needs to find the right principal who can manage school of behaviorally challenged kids. No after school programs & very low parent involvement. Campus itself is very nice and modern with great library & computers. Great, healthy lunch program.
—Submitted by a parent


Posted July 31, 2007

I have sent my daughter to Culverdale and found that the school as well as the teachers are great. They work very hard with all the differenty families. I don't know what the previous parent is talking about the school being unsafe. We have a new principal this year and hope to see great things happen to our school.
—Submitted by a parent


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

About these ratings

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

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

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

This school's
API score

848

Change from
2012 to 2013

-9

API Statewide Rank
(2012)

7 / 10

API Similar Schools Rank (2012)

7 / 10


API Growth scores over time

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

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2013

This school's
API score

848

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

-9

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)

7 / 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)

7 / 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.

92 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
69%

2011

 
 
64%

2010

 
 
69%
Math

The state average for Math was 65% in 2013.

92 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
71%

2011

 
 
78%

2010

 
 
78%
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.

109 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
48%

2011

 
 
58%

2010

 
 
41%
Math

The state average for Math was 66% in 2013.

108 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
65%

2011

 
 
79%

2010

 
 
66%
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.

110 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
71%

2011

 
 
71%

2010

 
 
65%
Math

The state average for Math was 72% in 2013.

112 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
77%

2011

 
 
83%

2010

 
 
80%
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.

83 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
65%

2011

 
 
72%

2010

 
 
60%
Math

The state average for Math was 65% in 2013.

84 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
65%

2011

 
 
78%

2010

 
 
68%
Science

The state average for Science was 57% in 2013.

83 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
62%

2011

 
 
72%

2010

 
 
75%
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.

79 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
64%

2011

 
 
69%

2010

 
 
61%
Math

The state average for Math was 55% in 2013.

79 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
70%

2011

 
 
72%

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

All Students51%
Females57%
Males46%
African Americann/a
Asian50%
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)52%
Economically disadvantaged56%
Not economically disadvantaged48%
Students with disabilityn/a
Students with no reported disability56%
English learner39%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state51%

Math

All Students67%
Females71%
Males64%
African Americann/a
Asian78%
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged64%
Not economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability73%
English learner64%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state67%
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 Students54%
Females54%
Males52%
African Americann/a
Asian64%
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)51%
Economically disadvantaged50%
Not economically disadvantaged54%
Students with disabilityn/a
Students with no reported disability55%
English learner42%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state53%

Math

All Students72%
Females72%
Males72%
African Americann/a
Asian81%
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)77%
Economically disadvantaged57%
Not economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability73%
English learner74%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state72%
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 Students66%
Females87%
Males48%
African Americann/a
Asian65%
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged59%
Not economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability67%
English learner52%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state66%

Math

All Students75%
Females81%
Males69%
African Americann/a
Asian90%
Filipinon/a
Hispanic or Latino72%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged62%
Not economically disadvantaged81%
Students with disability50%
Students with no reported disability78%
English learner77%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state75%
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 Students58%
Females60%
Males56%
African Americann/a
Asian57%
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged44%
Not economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability56%
English learner35%
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state58%

Math

All Students68%
Females63%
Males73%
African Americann/a
Asian83%
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)79%
Economically disadvantaged40%
Not economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability68%
English learner63%
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state68%

Science

All Students63%
Females58%
Males67%
African Americann/a
Asian57%
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged44%
Not economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability63%
English learner43%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state63%
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 Students60%
Females63%
Males56%
African Americann/a
Asian61%
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)57%
Economically disadvantaged67%
Not economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability58%
English learner40%
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state59%

Math

All Students57%
Females55%
Males59%
African Americann/a
Asian61%
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged38%
Not economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability54%
English learner60%
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state57%
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
Asian 32%
White 32%
Hispanic 18%
Two or more races 8%
Black 6%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 34%N/AN/A
English language learners 41%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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Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab
School leaders can update this information here.

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School basics

School Leader's name
  • Aaron Jetzer
Fax number
  • (949) 936-5609

Resources

Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
School facilities
  • Computer lab
  • Library
School leaders can update this information here.

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2 Paseo Westpark
Irvine, CA 92614
Website: Click here
Phone: (949) 936-5600

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