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GreatSchools Rating

Springbrook Elementary School

Public | K-6 | 588 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 6 ratings
2012:
Based on 7 ratings
2011:
Based on 4 ratings
2010:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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40 reviews of this school


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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 25, 2013

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


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


Posted July 17, 2011

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


Posted April 19, 2011

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


Posted April 18, 2011

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


Posted May 28, 2010

Great teachers and parent volunteers! Our 1st grader and kindergartener love their teachers & class! CDC staff is A+
—Submitted by a parent


Posted October 13, 2009

The teachers and staff are awesome, and the students do their best in everything they are a part of
—Submitted by a parent


Posted October 13, 2009

The Staff cares for the kids.
—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

926

Change from
2011 to 2012

+29

API Statewide Rank
(2011)

9 / 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 did not meet all student subgroup API targets for 2012

This school's
API score

926

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

+29

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)

9 / 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.

87 students were tested at this school in 2012.

2012

 
 
74%

2011

 
 
86%

2010

 
 
78%

2009

 
 
75%
Math

The state average for Math was 64% in 2012.

87 students were tested at this school in 2012.

2012

 
 
77%

2011

 
 
76%

2010

 
 
81%

2009

 
 
74%
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.

94 students were tested at this school in 2012.

2012

 
 
86%

2011

 
 
67%

2010

 
 
63%

2009

 
 
78%
Math

The state average for Math was 69% in 2012.

95 students were tested at this school in 2012.

2012

 
 
94%

2011

 
 
78%

2010

 
 
74%

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.

67 students were tested at this school in 2012.

2012

 
 
94%

2011

 
 
95%

2010

 
 
91%

2009

 
 
91%
Math

The state average for Math was 71% in 2012.

70 students were tested at this school in 2012.

2012

 
 
93%

2011

 
 
81%

2010

 
 
94%

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.

77 students were tested at this school in 2012.

2012

 
 
86%

2011

 
 
89%

2010

 
 
85%

2009

 
 
81%
Math

The state average for Math was 65% in 2012.

76 students were tested at this school in 2012.

2012

 
 
72%

2011

 
 
82%

2010

 
 
81%

2009

 
 
88%
Science

The state average for Science was 60% in 2012.

76 students were tested at this school in 2012.

2012

 
 
88%

2011

 
 
90%

2010

 
 
86%

2009

 
 
78%
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.

77 students were tested at this school in 2012.

2012

 
 
86%

2011

 
 
76%

2010

 
 
87%

2009

 
 
81%
Math

The state average for Math was 55% in 2012.

75 students were tested at this school in 2012.

2012

 
 
87%

2011

 
 
73%

2010

 
 
80%

2009

 
 
69%
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 Students74%
Females85%
Males64%
African Americann/a
Asian88%
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged25%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability78%
English learner67%
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state74%

Math

All Students77%
Females80%
Males74%
African Americann/a
Asian86%
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged33%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability83%
English learner63%
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 state77%
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 Students86%
Females86%
Males86%
African Americann/a
Asian94%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged58%
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability90%
English learner71%
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 state86%

Math

All Students94%
Females94%
Males93%
African Americann/a
Asian98%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged83%
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability95%
English learner91%
Fluent-English proficient and English only94%
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 state94%
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 Students94%
Females94%
Males94%
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latino92%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged88%
Non-economically disadvantaged98%
Students with disabilityn/a
Students with no reported disability95%
English learner87%
Fluent-English proficient and English only98%
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 state94%

Math

All Students93%
Females94%
Males92%
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged85%
Non-economically disadvantaged98%
Students with disabilityn/a
Students with no reported disability97%
English learner91%
Fluent-English proficient and English only94%
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 Students86%
Females92%
Males79%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)93%
Economically disadvantaged80%
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability88%
English learner64%
Fluent-English proficient and English only90%
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 state86%

Math

All Students72%
Females79%
Males66%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)64%
Economically disadvantaged50%
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability75%
English learner69%
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 state72%

Science

All Students88%
Females87%
Males89%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latino87%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)86%
Economically disadvantaged79%
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability93%
English learner69%
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 state88%
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 Students86%
Females88%
Males84%
African Americann/a
Asian87%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantaged71%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only90%
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 state86%

Math

All Students87%
Females88%
Males86%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged79%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only87%
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 state87%
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 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%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 122%N/A24%
Students eligible for free or reduced-price lunch program 211%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

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%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 23N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 14N/A11
Average years teaching 18N/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
Notice an inaccuracy? Let us know!

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

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