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Teacher quality
Principal leadership
Parent involvement
In a district with great schools, I have been disappointed by Deerfield. Yes, they improved the building this year, but it is still the same mediocre school inside. With a few exceptions, the teachers are clock punchers who seem to care more about their union contract than the kids. There is little discipline in the school, with bad language and rough behavior common on the playground. The principal gossips with the parents and someone should teach her how to use email properly and spell. The test scores may be high but that's because so many parents are sending their kids to Kumon and other programs, and because the APAAS program kids come from other schools. I am almost embarrassed when I talk to my friends at other Irvine schools because their schools do so much more. Wish we'd bought a house in Northwood or Woodbridge instead.
—Submitted by a parent
Hi i go to deerfield im the school historian(photographer). Im in Mrs Schweers 5th Grade Class im pleased at the school over haul. Befor some things that they did not tell about the preveous school is that its wood roof every time it rained it leaked the fountains did not hav good pressure and lots of other things but now there all gone an is really nice . Other things like the kids are rude and mean is not true 7 kids during summer helped sevral teachers move in sharpen pencils and help out
Can't really ask for more from a public school. It's hard to think of anything to complain about. The newly renovated building has been a nice improvement for already great school. Unfortunately for my kids, we'll be moving out of state soon. Hopefully we can find a school this good.
—Submitted by a parent
A RARE GEM! I disagree with the parent that posted that the kids are rude and foul mouthed. I am pleasantly surprised at how little profanity I hear from our kids and their friends compared to my own peer group at that age. I think the Deerfield population is on the whole a very sweet group of kids. The school is currently undergoing a $12M overhaul - a project so massive it will take a full year to complete construction. Classes will be taught at a different school building a mile away during the 2010-2011 year. The teachers have been absolutely first rate - caring and patient in the primary grades, organized and academic in the upper grades.
—Submitted by a parent
It's just a great school with very motivated teachers and staff. Love the school:)
—Submitted by a parent
Kuddos to Mrs. Whippo - one of the kindergarten teachers there - She is such a great teacher. She is professional, caring and so supportive. My daughter has learned so much in this last year. The school and office staff are great too. I highly recommend this school.
—Submitted by a parent
I did not know what to expect when our child started school this fall. There is a great emphasis on being positive, making sure kids are being encouraged to do their best. PTA is very active and the school staff is very friendly. Only great things to sat about this school.
—Submitted by a parent
This school houses the rudest of Irvine people. The students are mouthy with profanity flying every where and the staff are rude to the parents and impatient. I've had my other kids going to other Irvine schools, and in comparasion Deerfield is truly 'ghetto' when it comes to class and structure. I'm so dissappointed and we are doing everything we can so our child does not attend school here next year. To say the least, their API improvement probably has to do with the increasing # of Asians attending the school, not because they care about the quality of child development. This school has too many students in such small campus, understaffed for attention to be given to our children.
—Submitted by a parent
Deerfield academics are great, with the APPAS program, but the kids are not very friendly. It is cheap with not that much money, so the equipment is limited.
—Submitted by a parent
We just relocated here this year and I LOVE this school! The teachers were ALL warm and friendly and the parents are amazing! My daughter has made some great friends.
—Submitted by a parent
Teachers are professional & friendly. My son love to be in this school.
—Submitted by a parent
I am a mother of two boys: a 3rd and a 7th graders this fall.We moved from a different district because of the good review we read about Irvine schools.We did the best thing possible for our boys. I don't know about other schools in Irvine but I can compare Deerfield with other 2 schools from a different area : this is an excellent school, excellent teachers, excellent staff, PTA, environment, everything is great.I recommended this school to everybody I know.If you have your kids starting at Deerfield this autumn be sure that they will get the best education.
—Submitted by a parent
Mrs. George is amazing!!!! I love the school its great. I am sooo sad we have to leave because this school is no longer in our district. I cannot believe how much my daughter has learned in just a this past year!!!
—Submitted by a parent
What a shame that one of our own would use this anonymous and cowardly forum to slander our principal and put a dark cloud over our incredible school. Yes, Deerfield is a most magical place and very deserving of the National Blue Ribbon award. The ENTIRE staff is so very dedicated, capable and child centered. Also accurate, Mrs. McKeown is very high energy and friendly, however she is also bright, kind, innovative and has brought a restored sense of unity and pride to our school, and let's not disregard the 16 point increase in our API score under her leadership that ultimately earned our award. I would like to suggest that this disgruntled peer take the opportunity to speak directly with Mrs. Mckeown; her staff, community and students know full well how her door is always open and one is always welcome!
—Submitted by a parent
While the teachers and support staff are wonderful and so deserving of the National Blue Ribbon recognition, I am VERY disappointed in the leadership of the school since Mrs. McKeown arrived. She is high energy, but it seems as though she is never there. And, when she is there, she seems so unprofessional. It seems that she is more interested in being friends with people than doing anything to help the school continue to grow after receiving their recent recognition, which all was in place before she ever arrived, thank God, because if it was based on her work, the state and federal government would probably strip the school of their honors.
—Submitted by a parent
It is both a pleasure and an honor to be a teacher at this National Blue Ribbon school. The staff is commited to providing an outstanding education to all the children. There is a cohesive comrardarie between all the teachers and support staff. It is a great community of dedicated and involved parents!
—Submitted by a teacher
Deerfield was named a California Distinguished School in 2006 and is nominated for a Blue Ribbon. Staff is amazing and dedicated; new principal Ms. McKeown is high energy and down to earth; PTA is very supportive and doing innovative things this year. School lay-out is not great--1970's open plan style.
—Submitted by a parent
We moved in the middle of the schoolyear and our neighborhood school didn't have space, so one of our children had to go to this school. It wasn't a very good experience! Our daughter got bullied on an everyday basis without getting help. Compared to other schools in Irvine we cannot recommend this one and we were very happy when our daughter could transfer to another Irvine school, where students and parents are treated with much more respect.
—Submitted by a parent
Deerfield is a great place since Dr. Thompson arrived. She has brought a whole new personality and sense of purpose to the school. The students love her, the teachers and parents respect her, and everyone seems to be getting along better since she arrived. There is more discipline and students are held accountable for their actions. The API for the school grew 30 points last year so she must be doing something right!
—Submitted by a parent
This school seems to be well run. The staff at this school, from the principal to the teachers and office personel, have been very helpful. Each child is treated as an individual and not just a cog in the wheel. The school work seems to be somewhat challenging but fair. It is up to the child to make the effort to succeed.
—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.
89 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
89 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.
85 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
85 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.
103 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
103 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.
102 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
102 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
102 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 59% in 2012.
102 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
102 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 | 74% |
| Females | 85% |
| Males | 65% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | 79% |
| Fluent-English proficient and English only | 72% |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 74% |
| All Students | 73% |
| Females | 78% |
| Males | 69% |
| African American | n/a |
| Asian | 87% |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | 79% |
| Fluent-English proficient and English only | 70% |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 73% |
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 | 82% |
| Females | 88% |
| Males | 76% |
| 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 |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | 85% |
| 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 | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 82% |
| All Students | 94% |
| Females | 94% |
| Males | 95% |
| African American | n/a |
| Asian | 98% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | 92% |
| Fluent-English proficient and English only | 94% |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 94% |
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 | 88% |
| Females | 94% |
| Males | 78% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 87% |
| All Students | 86% |
| Females | 87% |
| Males | 85% |
| African American | n/a |
| Asian | 98% |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 86% |
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 | 88% |
| Females | 84% |
| Males | 89% |
| African American | n/a |
| Asian | 98% |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 96% |
| Students with disability | 100% |
| Students with no reported disability | 86% |
| English learner | 69% |
| Fluent-English proficient and English only | 90% |
| 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 87% |
| All Students | 84% |
| Females | 80% |
| Males | 86% |
| African American | n/a |
| Asian | 98% |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 94% |
| Students with disability | 100% |
| Students with no reported disability | 81% |
| English learner | 69% |
| 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 83% |
| All Students | 90% |
| Females | 82% |
| Males | 95% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 95% |
| Students with disability | 100% |
| Students with no reported disability | 88% |
| English learner | 77% |
| Fluent-English proficient and English only | 91% |
| 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 89% |
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 | 94% |
| Females | 92% |
| Males | 94% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 88% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 95% |
| 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 93% |
| All Students | 90% |
| Females | 91% |
| Males | 88% |
| African American | n/a |
| Asian | 98% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 89% |
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
Grade 6
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 - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Asian | 46% | 8% | ||
| White | 33% | 28% | ||
| Hispanic or Latino | 7% | 49% | ||
| Multiple or No Response | 7% | 3% | ||
| African American | 3% | 7% | ||
| Filipino | 3% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 14% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 7% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Korean | 20% | 1% | ||
| Spanish | 19% | 85% | ||
| Mandarin (Putonghua) | 16% | 1% | ||
| Arabic | 7% | 1% | ||
| Gujarati | 4% | 0% | ||
| Japanese | 4% | 0% | ||
| Urdu | 4% | 0% | ||
| Vietnamese | 4% | 2% | ||
| All other non-English languages | 3% | 1% | ||
| Farsi (Persian) | 3% | 0% | ||
| Pashto | 3% | 0% | ||
| Russian | 3% | 0% | ||
| Hindi | 2% | 0% | ||
| Cantonese | 1% | 2% | ||
| Dutch | 1% | 0% | ||
| Indonesian | 1% | 0% | ||
| Portuguese | 1% | 0% | ||
| Rumanian | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 26 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 13 | N/A | 11 |
| Average years teaching | 15 | 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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2 Deerfield Avenue
Irvine,
CA 92604
Website: Click here
Phone: (949) 936-5650
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