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GreatSchools Rating

Santiago Hills Elementary School

Public | K-6 | 522 students

 
 
Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 1 rating
2012:
Based on 1 rating
2011:
Based on 1 rating
2010:
Based on 3 ratings

Teacher quality

Principal leadership

Parent involvement

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14 reviews of this school


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Posted June 7, 2013

Santiago Hills Elementary School is a very friendly, low key school, with an age appropriate expectation placed on the kids. If you are looking for a cutthroat, competitive, academically demanding and overachieving elementary school - this isn't it (however, you may want to check out Turtle Rock Elementary or Bonita Canyon). I read a review that complained about the classes being taught at "the dumbest level to accommodate the special ed students" and claims the principal only gives "lip service" to parents. Perhaps that parent would do better at another school where only perfect looking and academically intelligent children attend and where the principal only accommodates the elitists at the school. I have found this principal does not bow down to over demanding parents and encourages the kids by a positive approach. He is pleasant and the kids like him.
—Submitted by a parent


Posted September 25, 2012

This school has changed principal 3 times already. The last one was great. Current principal is a people-pleaser who pays parents lip service but very meek and unable to hold teachers accountable. He has brought several new teachers who are young and uncertain of what to do. All the smart GATE kids go to these teachers who cannot "deal" or "handle" behavior problems. Meanwhile, the curriculum is much slower compared to before because the principal wants to "mix up" the students. That means education is taught at the dumbest level (2 yrs below grade level), to accommodate the special ed students. This school only has high test scores from the APAAS students and smart student who are taught extra outside of school because the curriculum is lame and boring. Primary teachers are great. 3rd grade and up teachers (except APAAS) are mostly time-clockers who have tenures and don't teach much. School asks for lots of donations/pledges but not much school events or activities.
—Submitted by a parent


Posted April 21, 2011

My kid attended Brywood Elementary and Santiago Hills Elementary. Both are fine schools, and the academic rigor level and homework amount depend on which teacher you have, but in general my kid (who attends regular class and is in GATE group getting mostly As) told me that: 1. Santiago Hills is more difficult academically than Brywood. 2. Santiago gives more work in form of many projects. 3. Kids in his Santiago class appear to be "smarter" than kids in his class in Brywood. That's my kid's impression, but often, kids' impression is more accurate. Many people say Canyon View Elementary school is the best elementary school in Irvine, while Santiago Hills is 2nd; and I have no reason to disagree with this assessment. Anyway, my kid likes Santiago Hills better, but he also liked Brywood. One good thing about Irvine school seems to be that there are no bully kids. My impression is that all Irvine schools seem to be pretty good, so the most important thing to me is that we live close enough to elementary, Middle School and High School, so our kid can walk or ride bike to school. Other than that, I really care less which school in Irvine or Tustin he goes to.
—Submitted by a parent


Posted February 11, 2010

We just moved our kid to Santiago Hill and love this school. Every one in the school including the Principal is so welcoming. My kid's teacher is excellent and the Principal is nice and very caring for his students.
—Submitted by a parent


Posted February 8, 2010

I love the school my teachers are the best, parents and the community support is great!!
—Submitted by a parent


Posted February 6, 2010

I am fairly new to the neighborhood and have one child in this school. My early impression is that the teachers and the administration overly-depend on very active parent involvement. The principle seems to be really engaged and active, but he needs to focus on improving teacher performance, changing the culture to one of greater teacher accountability and on winning a blue ribbon award or a distinguished school designation to re-instill pride and to support continued parent involvement. The PTA is very active, but focused almost exclusively on helping teachers do their jobs and raising money. What is really needed is to support and challenge the teachers and administrators to achieve academic excellence. The site council and the PTA is no substitute for strong administrative leadership and teacher excellence and accountability. Overall, it is safe and inviting place, and with an API of 927 is an good performing school, but I worry that the school culture is ok with their existing performance and that academic excellence is not central to its strategy and activities.
—Submitted by a parent


Posted February 27, 2009

We are very impressed by Santiago Hills. Our children have done very well at the school. While some of the teachers are older and a bit old fashioned - the school is safe and inviting. The atmosphere at the school has greatly changed with the arival of a new principal. The teachers seem warmer and the front office is very inviting.
—Submitted by a parent


Posted January 4, 2009

We have had an outstanding experience at Santiago Hills with the exception of Kindergarten. I frequently tell incoming parents that once their kids get past Kindergarten it is great from there. We were blessed with terrific teachers for both of our daughters. Some parents have complained about lack of discipline, but that appears to be pretty common in schools today with their philosophies. It's a different world today and it's up to parents to address the issues at home.
—Submitted by a parent


Posted January 3, 2009

This school is the worst school in Irvine. My kids went there for a 2 years and I finally pulled them out. The teachers are mostly old and unwilling to change old ways of teaching. I often times worked there as a helper and have heard teachers scream at kids! This school has already gone through 3 principals in I think 5 years! Principals let the kids walk all over them, there is absolutly no discipline at this school. Horrible school.
—Submitted by a parent


Posted July 6, 2007

This school is over rated. It does well due to overwhelming parental involvement. Some teachers are very lazy and totally unwilling to go the extra mile for your child. They rely entirely too much on parent volunteers. There is a huge lack of dicipline in this school....for the kids and the teachers. Curriculum is only geared to the middle of the road, and could really use some vision to teach kids to think outside of the box. If the parents didn't dedicate so much time and care, this school would be fall apart. Too bad the teachers and administration can't put this much effort and responsibility into Santiago Hills, what a great place this could be.
—Submitted by a parent


Posted May 25, 2007

I have had 3 kids go through Santiago hills and the Principal there now is clearly the worst in the 16 years we have lived in the neighborhood. The school is good but it is hit or miss with the teachers.They vary from good to bad so cross your fingers at the start of the school year.Unfortunately it is virtually impossible to switch your child out of a bad teachers class. The teachers union runs the show and ther is little accountability.There are a ridiculious number of short weeks, early dismissals, late starts, and teacher absenteeism.Really the school is over rated and only rated as high as it is because of tremendous parental involvement.The after school day care however is excellent and has a caring qualified staff.
—Submitted by a parent


Posted March 3, 2006

Our experience with this school was overall positive. The kindergarten teachers were great, the principal is involved and responsible. The pta works very hard, they did wonderful projects and activities for the students throughout the school. My concern, however, is that students who are above average don't seem to have opportunities to advance more. The curriculum is strictly applied, and the students who have the skills to go beyond the curriculum are not motivated in this environment. Also, I think that the level of math in kindergarten was too low. Most kids at that age are ready to go beyond just counting.
—Submitted by a parent


Posted June 8, 2005

This school is wonderful. The teachers are friendly and nice, as well as the student. The curriculum is amazing. Any child is lucky to attend Santiago Hills.
—Submitted by Tara, a parent


Posted May 27, 2005

Excellent school! The principal is very fair. Our two boys attended this school last year before moving out of state. Excellent teachers and curriculum.
—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 2012.

This school's
API score

960

Change from
2011 to 2012

-1

API Statewide Rank
(2011)

10 / 10

API Similar Schools Rank (2011)

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 met all student subgroup API targets for 2012

This school's
API score

960

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
2011 to 2012

-1

Change from 2011 to 2012
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. 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
(2011)

10 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

7 / 10

API Similar Schools Rank (2011)
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 58% in 2012.

70 students were tested at this school in 2012.

2012

 
 
82%

2011

 
 
90%

2010

 
 
85%

2009

 
 
88%
Math

The state average for Math was 64% in 2012.

70 students were tested at this school in 2012.

2012

 
 
85%

2011

 
 
91%

2010

 
 
88%

2009

 
 
89%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 48% in 2012.

61 students were tested at this school in 2012.

2012

 
 
83%

2011

 
 
81%

2010

 
 
80%

2009

 
 
82%
Math

The state average for Math was 69% in 2012.

61 students were tested at this school in 2012.

2012

 
 
94%

2011

 
 
91%

2010

 
 
94%

2009

 
 
86%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 67% in 2012.

96 students were tested at this school in 2012.

2012

 
 
96%

2011

 
 
96%

2010

 
 
97%

2009

 
 
89%
Math

The state average for Math was 71% in 2012.

97 students were tested at this school in 2012.

2012

 
 
98%

2011

 
 
97%

2010

 
 
93%

2009

 
 
90%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 63% in 2012.

95 students were tested at this school in 2012.

2012

 
 
93%

2011

 
 
99%

2010

 
 
89%

2009

 
 
88%
Math

The state average for Math was 65% in 2012.

94 students were tested at this school in 2012.

2012

 
 
91%

2011

 
 
91%

2010

 
 
89%

2009

 
 
77%
Science

The state average for Science was 60% in 2012.

95 students were tested at this school in 2012.

2012

 
 
89%

2011

 
 
94%

2010

 
 
93%

2009

 
 
86%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 59% in 2012.

97 students were tested at this school in 2012.

2012

 
 
93%

2011

 
 
96%

2010

 
 
93%

2009

 
 
93%
Math

The state average for Math was 55% in 2012.

97 students were tested at this school in 2012.

2012

 
 
94%

2011

 
 
94%

2010

 
 
89%

2009

 
 
88%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students82%
Females86%
Males76%
African Americann/a
Asian84%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantagedn/a
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability90%
English learner65%
Fluent-English proficient and English only88%
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 state81%

Math

All Students85%
Females89%
Males79%
African Americann/a
Asian87%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantagedn/a
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability93%
English learner75%
Fluent-English proficient and English only88%
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 state84%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students83%
Females77%
Males89%
African Americann/a
Asian84%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantagedn/a
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability83%
English learner79%
Fluent-English proficient and English only85%
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 state83%

Math

All Students94%
Females88%
Males97%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantagedn/a
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability92%
English learner100%
Fluent-English proficient and English only91%
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 state93%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students96%
Females96%
Males98%
African Americann/a
Asian98%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantagedn/a
Non-economically disadvantaged98%
Students with disabilityn/a
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only97%
Migrant educationn/a
Gifted and talented100%
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 state97%

Math

All Students98%
Females96%
Males100%
African Americann/a
Asian98%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantagedn/a
Non-economically disadvantaged99%
Students with disabilityn/a
Students with no reported disability98%
English learnern/a
Fluent-English proficient and English only98%
Migrant educationn/a
Gifted and talented100%
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 state98%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students93%
Females94%
Males90%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)89%
Economically disadvantagedn/a
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talented100%
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 state93%

Math

All Students91%
Females89%
Males95%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)91%
Economically disadvantagedn/a
Non-economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talented100%
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 state91%

Science

All Students89%
Females89%
Males90%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)91%
Economically disadvantagedn/a
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented100%
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 state89%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students93%
Females94%
Males93%
African Americann/a
Asian98%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantagedn/a
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only96%
Migrant educationn/a
Gifted and talented100%
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 state94%

Math

All Students94%
Females96%
Males93%
African Americann/a
Asian98%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantagedn/a
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only96%
Migrant educationn/a
Gifted and talented100%
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 state95%
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

Ethnicity This school State average
Asian 48% 11%
White 35% 27%
Two or more races 8% 3%
Hispanic 7% 51%
Black 2% 7%
American Indian/Alaska Native 1% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 16%N/A54%
English language learners 211%N/A24%
Source: 1 NCES, 2010-2011
Source: 2 CA Dept. of Education, 2008-2009

Home languages of english learners

Language This school State average
Korean 26% 1%
Mandarin (Putonghua) 20% 1%
Spanish 18% 85%
Farsi (Persian) 16% 0%
Vietnamese 7% 2%
Japanese 3% 0%
Thai 3% 0%
Dutch 2% 0%
Hindi 2% 0%
Italian 2% 0%
Taiwanese 2% 0%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 24N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 15N/A11
Average years teaching 20N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009

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29 Christamon West
Irvine, CA 92620
Website: Click here
Phone: (949) 936-6000

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