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Teacher quality
Principal leadership
Parent involvement
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
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
Our child entered the Montessori program this year for 3rd grade. What an incredible teacher Mrs. McCubbin is! We feel extremely fortunate to be a part of this nurturing and motivating class. My experience with the principal have been positive. I can't say enough good things about our experience this year at Springbrook.
—Submitted by a parent
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
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
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
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
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
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
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
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
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
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
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
We have attended Springbrook for seven years. Yes, it was difficult to adjust to our new principal at first, but after investing a year in getting to know her, she really does care about our children, teachers, parents and school. I encourage everyone to spend some time with her in the many ways she makes herself available to meet with others! Life can either be accepted or changed. If it is not accepted, it must be changed. If it cannot be changed, then it must be accepted. Change does not change tradition. It strengthens it. Change is a challenge and an opportunity; not a threat. - Prince Phillip of England Change is the law of life. And those who look only to the past or present are certain to miss the future. John F. Kennedy
—Submitted by a parent
This school was very nice until this school year with a new principal. She is very concerned how we call her more than students, parents or even teachers at the school. She is not helping at all for charity and/or event but of course! she is the proud representative for our school where people are watching you. We miss the last principal ! It is so sad to see the school to change in wrong way...
—Submitted by a parent
We tried to see the school because we were moving into the area. We were traveling over an hour to take a brief tour. Unfortunately we were told that we would have only 15 minutes with the Principal which compared to other schools was a very short period. They were not welcoming at all and were more concerned to correct s on calling the Principal DR rather than making us feel welcomed. Their window of time to see the school was so small we ended up canceling. A very poor reflection of the school compared to the many we have seen in Irvine.
—Submitted by a parent
Great teachers and parent volunteers! Our 1st grader and kindergartener love their teachers & class! CDC staff is A+
—Submitted by a parent
The teachers and staff are awesome, and the students do their best in everything they are a part of
—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.
87 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
87 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.
94 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
95 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.
67 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
70 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.
77 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
76 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
76 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.
77 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
75 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 | 64% |
| African American | n/a |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | 67% |
| Fluent-English proficient and English only | 76% |
| 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 | 77% |
| Females | 80% |
| Males | 74% |
| African American | n/a |
| Asian | 86% |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | 63% |
| Fluent-English proficient and English only | 83% |
| 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 | 77% |
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 | 86% |
| Females | 86% |
| Males | 86% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | 71% |
| Fluent-English proficient and English only | 91% |
| 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 | 86% |
| All Students | 94% |
| Females | 94% |
| Males | 93% |
| 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) | 88% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | 91% |
| 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 | 94% |
| Females | 94% |
| Males | 94% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | 92% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 88% |
| Non-economically disadvantaged | 98% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | 87% |
| Fluent-English proficient and English only | 98% |
| 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% |
| All Students | 93% |
| Females | 94% |
| Males | 92% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | 100% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 85% |
| Non-economically disadvantaged | 98% |
| Students with disability | n/a |
| Students with no reported disability | 97% |
| English learner | 91% |
| 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 | 93% |
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 | 86% |
| Females | 92% |
| Males | 79% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | 64% |
| Fluent-English proficient and English only | 90% |
| 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 | 86% |
| All Students | 72% |
| Females | 79% |
| Males | 66% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | 69% |
| Fluent-English proficient and English only | 73% |
| 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 | 72% |
| All Students | 88% |
| Females | 87% |
| Males | 89% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 87% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | 69% |
| Fluent-English proficient and English only | 92% |
| 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 | 88% |
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 | 86% |
| Females | 88% |
| Males | 84% |
| African American | n/a |
| Asian | 87% |
| 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 | 71% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| 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 | 86% |
| All Students | 87% |
| Females | 88% |
| Males | 86% |
| African American | n/a |
| Asian | 97% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 89% |
| 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% |
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 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 | 41% | 8% | ||
| White | 38% | 28% | ||
| Hispanic or Latino | 11% | 49% | ||
| Multiple or No Response | 7% | 3% | ||
| African American | 3% | 7% | ||
| Filipino | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 22% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 11% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Korean | 23% | 1% | ||
| Farsi (Persian) | 18% | 0% | ||
| Spanish | 13% | 85% | ||
| Japanese | 12% | 0% | ||
| Mandarin (Putonghua) | 10% | 1% | ||
| Vietnamese | 5% | 2% | ||
| Gujarati | 3% | 0% | ||
| Hindi | 3% | 0% | ||
| German | 2% | 0% | ||
| Hebrew | 2% | 0% | ||
| Russian | 2% | 0% | ||
| Urdu | 2% | 0% | ||
| All other non-English languages | 1% | 1% | ||
| Arabic | 1% | 1% | ||
| Armenian | 1% | 1% | ||
| Cantonese | 1% | 2% | ||
| Pashto | 1% | 0% | ||
| Turkish | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 23 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 14 | N/A | 11 |
| Average years teaching | 18 | 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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655 Springbrook North
Irvine,
CA 92614
Website: Click here
Phone: (949) 936-6050
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Riverbend Classical Academy
Irvine, CA
Jenny Hart Early Education Center
Irvine, CA
Meadow Park School
Irvine, CA
Eastshore Elementary School
Irvine, CA
Stone Creek Elementary School
Irvine, CA
Oak Creek Elementary School
Irvine, CA
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