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GreatSchools Rating

Springbrook Elementary School

Public | K-6

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 11 ratings
2012:
Based on 7 ratings
2011:
Based on 4 ratings

Teacher quality

Principal leadership

Parent involvement

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46 reviews of this school


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Posted August 31, 2014

I have read a lot of negative reviews regarding the current principal. The old principal was a wimp and the parents ran over him. There is a no dog policy yet everyone used to bring their dogs and walk by him. I like the new principal, she is a professional. Maybe those that don't like her don't like the fact they can't run over her and run the school. My first child started there in 2001(graduated from WHS this year with over a 4.0) and my last child is starting second grade. The teachers are for the most part great and my children have gotten a good education at this school.
—Submitted by a parent


Posted October 27, 2013

I am happy to say we have had a different experience. Our son has a mild form of dyslexia and has been treated as the whole child in his class. he feels great about school and feels as accomplished as others in his class. This might be a function of his teacher but we are blessed to have her.
—Submitted by a parent


Posted October 21, 2013

This school is not very good with developmentally challenged kids, or kids with learning disabilities. My child didn't get the proper treatment in the classroom and he was given wrong and humiliating ways of 'discipline' when what he really needed was a more appropriate solution for his own, personal needs. A change of school was my solution. My child is now loving his new school where I was contacted the very first week of the school year to work with him the classroom. What a difference! Springbrook elementary might be an 'ok' school for typical kids, but not for learning disabilities/special needs kids. They don't seem to have the motivation to help them. I just didn't see anybody who cared. By the way, the person who said that a child left school alone and was nowhere to be found, is saying the true. He was a kindergartner, and I was there when teachers, principal, and his dad were looking for him. He was a special n child and it happened at pickup time, on a regular school day. My 2 stars go for the amazing parent involvement in volunteering, without them, this school would be worse. This is my own, personal experience with the school but I hope it's better for others.
—Submitted by a parent


Posted October 5, 2013

Springbrook has great teachers and staff but the Principal is a Type A personality. She tries to be nice, but it is very obvious that she is being fake. She does not take parents views or opinions into consideration. She may be nicer to parents that have high achieving children but she sure as heck has not been nice to the struggling kiddos. My child has been with the school as a struggling student for quite sometime now and Dr. Keeley's attitude has been very negative towards us. I don't know whether she is concerned about school rankings, test scores or just doesn't want to deal with academically weak children. Her attitude keeps me from volunteering as it becomes very uncomfortable to be around such a Type A personality.
—Submitted by a parent


Posted August 5, 2013

The previous post is right on -- this school has a lot of heart. In my experience the teachers have been great and the parents are caring and involved in the school at a healthy level. The post about the kindergartener who was "nowhere to be found" just isn't true. Parents and teachers alike were running after the child during an event which he chose to leave on his own accord. That's not the school's fault. And I don't understand the parent who gave the school a negative rating because they don't like the after-school program which has absolutely no affiliation with the school (other than being on school grounds). My child goes to the after-school child development center and loves it. This is a great school, and the negativity seems to come from those who have some seriously unrealistic expectations, particularly during a time when school funding was at an all-time low in the state. We are lucky to have our children attend such an outstanding school.
—Submitted by a parent


Posted August 1, 2013

Last year was our first year at Springbrook and I have never seen my son so happy to go to school every day. The environment at this school is extremely nurturing from top to bottom. The class work is challenging, the students are engaged and the parents I have met are involved and caring. This campus is old and could use some physical updating. There are newer and prettier schools in Irvine, but this one has a lot of heart.
—Submitted by a parent


Posted July 14, 2013

This school needs to work a lot on all levels, from the Principal to the teachers, and everything in between. Our kids go there to learn, to be treated with respect, to learn with positive reinforcement, and to be safe. Instead, some of the teachers use outdated techniques, old ways to teach kids, from discipline to academics, and so on. They might have the best intentions to do the best job they can, but they sure need a little update on new ways, and positive methods to educate and discipline kids. What shocked me the most was to learn that supposedly a kindergarten student left school alone and was nowhere to be found. I then heard he had gone home alone (((((chills)))) I hope they work on these situations because frankly, I am concern on how next school year will be.
—Submitted by a parent


Posted April 17, 2013

I joined a school tour just today because we are new to the area and I am trying to get a feel for the schools before choosing what area to live in. I have read the previous comments on Springbrook includng those about the principal. Well, perhaps other people have had different experiences but I found her warm, humourous, knowledgeable and clearly passionate about education. Yes, she may like to be called "Doctor" - but then so would I if I had put all that effort into gaining my PhD! It looks like a fabulous school, the front office staff were smiley and welcoming, and this is definitely on my short list of "places to find a house"!
—Submitted by a parent


Posted March 31, 2013

I had a spontaneous meeting with the principal last Friday after awards assembly. It was my first time talking to Dr. Keeley. She was approachable, gave me the time and felt like she listened to me. I am glad I approached her and she does care for her students!! I enjoy interacting with the teachers and staff too. They are friendly yet professional! Over all the school has safe and positive atmosphere.
—Submitted by a parent


Posted March 6, 2013

i like the school and the teachers are great. my son in TK and the program is so rich and valuable .
—Submitted by a parent


Posted February 6, 2013

The school is ok. The academic aspects are great. The principal is rude and very condescending. She seems more concerned about being a " doctor" than listening to parents concerns. The teacher is nice and I appreciate her way of teaching.
—Submitted by a parent


Posted January 17, 2013

I'm constantly impressed with the leadership and academics of the school. This despite deminishing state resources. Sure, I wish the parents had more leadership involvement, but the Principal and teachers are amazing. My children love school and the environment is safe and genuine.
—Submitted by a parent


Posted November 1, 2012

My daughter is in TK and her teacher is the best. The school environment is clean, friendly yet professional. Amazing school
—Submitted by a parent


Posted October 24, 2012

This school is great... However we are not satisfied with the principal. How come she always ignores the students? I always see them opening the door for her; yet she does not say anything or even make eye contact with them! Meanwhile, she is so busy telling the whole school about how everyone should have manners and say thank you... But at least, on the other side, the education and people are wonderful. I love the parents' teamwork, the determined children, and the extra programs! Even through this economy, the parents are always willing to help out!
—Submitted by a parent


Posted September 23, 2012

My daughter just started kindergarten. Her teacher is WONDERFUL; however, the staff, the principal, and the associated CDC are below standard. I was trying to support public schools, specially since the budget crisis, but when there was a concern the staff treated my poorly and made unacceptable remarks in-front of my 5 year old daughter. Aside from not having water available in 90+ degrees, the CDC only reacted to my concerns after I contacted the corporate office. As a teacher (10+ years) I encourage current parents to contact the IUSD and do not allow the school to mistreat your children.
—Submitted by a parent


Posted August 15, 2012

As parents to a daughter who recently completed 7 yrs at Spingbrook, we came away with a high score for the campus, every teacher she was fortunate to have had, the music and arts and safety on campus. If they would just put the principal out in the cornfield where she can hear herself talk all day, it would be a better, happier school.
—Submitted by a parent


Posted July 9, 2012

After being part of Springbrook community for 4 years, I have to say I love this school. I love the teachers, staff, other parents, and the kids. Even with the budget crisis, the teachers and parents are working really hard to ensure a quality education for our children. This will be the 3rd year for our 'new' principal. Since previous principal was very approachable, a lot of the parents are having a little hard time adjusting to the new principal's different style. It seems true she wants to be addressed 'Dr.' However, it doesn't necessarily mean she is arrogant. I heard somewhere that the best measure of how good of a job a principal is doing reflects on the staff, the teachers, and the students. The staff seem as great as ever. This upcoming year, we are getting two new teachers and the grade assignments are changing for several teachers. Teaching just one grade for many years can make the teachers complacent. My child got to have a lunch with principal and he enjoyed it. It seems she is doing a good job with the staff, the teachers, and the kids to me and maybe us parents need to be more open minded about the new principal.
—Submitted by a parent


Posted July 9, 2012

Springbrook is a great school, if not including the principal. The principal is so selfish and arrogant. It seems so obvious she went through a whole year just to be called "DOCTOR." She is just the opposite of the teachers here. The teachers are so generous, especially the 4th grade teachers. They're so kind and encouraging; just like our last principal! He was so nice, fun, smart, and caring! Our present principal always teaches everyone around her to be polite, yet she is so rude! She is such a hypocrite! But still, Springbrook is an awesome school, parents and student try their best on everything.
—Submitted by a parent


Posted March 20, 2012

This is a great shool and the Montessori program is just purely fantastic! The principal is stuck-up, narrow-minded, fake and highly prejudiced. But she is not teaching the kids. The teachers of the Montessori program are dedicated, incredibly intelligent and seek to make kids independent thinkers and learners. Love the school - wish Mr. Curley came back.
—Submitted by a parent


Posted October 10, 2011

My children love this school. The teachers are incredible. ALL of them. Parents are very involved and the school is open to alot of volunteers. The only issue at this school, is the principal. She is on her second year. Her main obective her first year was to ensure everyone from staff to students to parents called her Dr. Her objective this year, it seems, is to alienate parents. The lack of clear communication is a concern for many. I rate the school a 4, because a bad seed can't ruin the whole bunch.
—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

898

Change from
2012 to 2013

-29

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

10 / 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

898

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

-29

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)

10 / 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)

10 / 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.

100 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
74%

2011

 
 
86%

2010

 
 
78%
Math

The state average for Math was 65% in 2013.

100 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
77%

2011

 
 
76%

2010

 
 
81%
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.

87 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
86%

2011

 
 
67%

2010

 
 
63%
Math

The state average for Math was 66% in 2013.

87 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
94%

2011

 
 
78%

2010

 
 
74%
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.

76 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
94%

2011

 
 
95%

2010

 
 
91%
Math

The state average for Math was 72% in 2013.

79 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
93%

2011

 
 
81%

2010

 
 
94%
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.

70 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
86%

2011

 
 
89%

2010

 
 
85%
Math

The state average for Math was 65% in 2013.

71 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
72%

2011

 
 
82%

2010

 
 
81%
Science

The state average for Science was 57% in 2013.

68 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
88%

2011

 
 
90%

2010

 
 
86%
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.

76 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
86%

2011

 
 
76%

2010

 
 
87%
Math

The state average for Math was 55% in 2013.

75 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
87%

2011

 
 
73%

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

All Students73%
Females79%
Males68%
African Americann/a
Asian89%
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged67%
Not economically disadvantaged74%
Students with disability57%
Students with no reported disability76%
English learner68%
Fluent-English proficient and English only74%
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 state73%

Math

All Students85%
Females94%
Males77%
African Americann/a
Asian98%
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged80%
Not economically disadvantaged86%
Students with disability57%
Students with no reported disability90%
English learner91%
Fluent-English proficient and English only83%
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 state85%
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 Students69%
Females72%
Males66%
African Americann/a
Asian87%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged36%
Not economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability67%
English learner57%
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 state69%

Math

All Students85%
Females86%
Males84%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged64%
Not economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability87%
English learner81%
Fluent-English proficient and English only86%
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 state85%
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 Students92%
Females92%
Males92%
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantaged80%
Not economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability93%
English learner83%
Fluent-English proficient and English only94%
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 state92%

Math

All Students93%
Females95%
Males93%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantaged81%
Not economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability97%
English learner100%
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 state94%
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 Students89%
Females88%
Males89%
African Americann/a
Asian86%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged88%
Not economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability91%
English learner67%
Fluent-English proficient and English only96%
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 state89%

Math

All Students85%
Females91%
Males79%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged79%
Not economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability86%
English learner78%
Fluent-English proficient and English only87%
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 state85%

Science

All Students85%
Females79%
Males91%
African Americann/a
Asian80%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged88%
Not economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability89%
English learner67%
Fluent-English proficient and English only92%
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 state85%
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 Students84%
Females86%
Males83%
African Americann/a
Asian80%
Filipinon/a
Hispanic or Latino80%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantaged75%
Not economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only89%
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 state85%

Math

All Students75%
Females78%
Males72%
African Americann/a
Asian85%
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged56%
Not economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability77%
English learnern/a
Fluent-English proficient and English only77%
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 state74%
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 35%
White 34%
Hispanic 14%
Two or more races 9%
Black 3%
American Indian/Alaska Native 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 18%N/AN/A
English language learners 20%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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School basics

School Leader's name
  • Elaine Keeley
Fax number
  • (949) 936-6059

Resources

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

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655 Springbrook North
Irvine, CA 92614
Website: Click here
Phone: (949) 936-6050

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