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GreatSchools Rating

Turtle Rock Elementary School

Public | K-6

 

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Living in Irvine

Situated in a suburban neighborhood. The median home value is $755,000. The average monthly rent for a 2 bedroom apartment is $1,800.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 2 ratings
2012:
Based on 8 ratings
2011:
Based on 5 ratings

Teacher quality

Principal leadership

Parent involvement

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54 reviews of this school


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Posted March 18, 2014

Great school! It is very competetive, but kids do well without getting stressed out too much. Teachers do not encourage kids too be too competetive, but many parents are uci proffesers and want there kids to do study all night, even when they are in 3rd grade. The teachers are some of the best teachers in california, most with degrees from schools including UCLA, stanford, and ivy league schools. The houses are expensive, but it is a great neighborhood to be in, Turtle Rock broadmoor particularly. I have lived here for 12 years and my kids are in 7th grade, and they love the schools here. I hope my review is helpful! -Stephenie Chen
—Submitted by a parent


Posted October 8, 2013

Initially, our family concern for the twins was finding a school location that was safe and also finding a school that offered the finest public education within the area. From a grandmother's perspective, I am first of all very pleased to see the twins enjoying school so much. The teachers seem to be extremely dedicated. I am impressed by the emphasis and reward system related to moral values. With regard to improvement, I do see the boy twin struggling with mathmatics and reading, though I realize this may relate to his ability to comprehend. Handwriting skills seem to be somewhat lacking, certainly when compared to when I went to school in Ohio many years ago. On the other hand, I see the twins learning other things in first and second grade, that I didn't learn until years later. Overall, I believe the twins are receiving an excellent education, for which I am very grateful. Thank you.


Posted September 10, 2013

Turtle Rock Elementary is great in terms of parent involvement, teacher excellence,communication and academics, but it has gotten too crowded. 930 kids is too much for this small school. We've been so pleased with the curriculum and the support of the terrific principal and staff, but something's got to give with the class sizes. These rooms were not built for 35 children. I do hope something can be done to alleviate this problem because this school truly rocks in every other way.
—Submitted by a parent


Posted September 20, 2012

It is our son's second year at TR and we are very happy about the school and more than everything happy to see how our son enjoys going to school . He is not a native speaker and the 2nd grade teacher, Miss Kliger has been a fantastic help and he finished the year with many outstanding results and achievements.
—Submitted by a parent


Posted August 9, 2012

Turtle Rock is an excellent preparatory school, not only academic-wise, but also is great at building excellent character. My son just graduated from 6th grade; since he was just a small boy in Kindergarten, I saw him mature to the wonderful young man he is today, all under the constant care and supervision of his teachers. The school provides a fun-learning environment to help balance out the high academic standards given by the teachers. Every single day, my son came home with a big smile on his face, and was excited to inform me about that day s exciting adventures and learning experiences in his classes, labs, the great PE-program, and the brilliant music curriculum. His teacher made their courses more interesting with things like PowerPoint Presentations, Oral Book Interviews, and Current-Events. When I asked him who his favorite teacher was, he stated, I love all of my teachers . His third grade teacher wrote a touching note to all of her 6th grade graduates. He will never forget the caring principal and loving teachers, and will carry the memory with him forever. I am in no doubt that TRE is the first stepping stone of many, to a successful career, and beyond.
—Submitted by a parent


Posted July 20, 2012

My son has been in Turtle Rock for 4 years since kindergarten and he had wonderful learning and growing experience with his teachers and friends at TR. He is eager to go to school everyday and never complaints about stress and competition. The Principal is a passionate educator who is easy to approach with any questions or concerns. My son once asked her if she can go to the final of his city championship baseball game and she indeed showed up. I can tell that she sincerely cares about the education of each individual student. My son s teachers are very kind to students and they are very capable of motivating and inspiring students during the learning process. His 2nd grade teacher is always cheerful and makes parents volunteers feel appreciated. Her design of class activities creates a positive atmosphere that every student is a superstar. I highly appreciate the enthusiasm and energy of TR s teachers, staff and parents.
—Submitted by a parent


Posted June 25, 2012

If you want your child to have a stress-free happy childhood, please do he or she a favor -- don't go to this school. If you want your child to be hard working and academically successful, this school might be the choice. Kids at this young age are already overly competitive and petty as in those accelerated classes and they do, as one reviewer said, take a lot of behind school programs. I heard the principal just delivered an excellent speech for the graduation ceremony asking students to "rejoice for other students' accomplishments", "be compassionate" and a few other inspiring points. Frankly I was surprised when someone told me about the speech because this is certainly not the culture of the school I know of. I hope the principal will use her own speech to guide the school from now on. Usually we only hear the bragging about the high CST and API scores during the back-to-school night. My rating for this school is arbitrary, reflecting my personal feelings towards the school --everybody including parents is trying very hard to succeed but loses sight of bigger pictures in life -- to be happy and compassionate.
—Submitted by a parent


Posted June 25, 2012

Amazing school in a top rated school district. My daughter just completed sixth grade and is totally prepared for middle school and beyond. I can't say enough about the teachers, student body, and involved parents. TR is a large school but with a very close-knit small school feeling.
—Submitted by a parent


Posted June 20, 2012

We transferred our daughter to Turtle Rock school last fall and were very much satisfied with our decision the moment we got there. The polite and quirky, yet cheerful principal immediately welcomed us and gave a thorough walk-through of the fabulous school. Later, we met our child's teacher who was warm and sociable and then guided us through the curriculum system which looked like would be a fun educational experience for our daughter. My wife and I absolutely agree that we are fortunate to have our child enrolled in this school fore it is an excellent source for competition, education, and fun all at once and has a great environment for children. Overall, Turtle Rock Elementary is sure to not disappoint you and I hope you decide to let your child join the fun soon!!
—Submitted by a parent


Posted May 24, 2012

We transferred our son to TR Elementary last September. We are all very happy with the decision we made! His home room teacher is very kind and warm, and keeps him challenged with higher level of work. As a result, my son has high sense of accomplishment and is happy with his school. We are very fortunate to have a supportive, brilliant, cheerful and hard-working Principle at our school. She is always there whenever there s an activity in school, greeting everyone with cheerful smiles. Overall, TR elementary has the right atmosphere for childern who desire to strive and for parents who are supportive of the school philosophy.
—Submitted by a parent


Posted January 14, 2012

Turtle Rock may be an excellent school for children who thrive on competition, enjoy filling in worksheets, and were tutored extensively before starting kindergarten. Some of the students in lower grades here spell and multiply better than some of the students that entered the classes at the high schools where I taught. Because the teachers have to cover an immense amount of material in kindergarten, there is little time for students to learn to print (as opposed to write letters that they could print before starting kindergarten) or reflect upon anything. Consequently, the fast-paced, regimented style does not suit everyone, including my child who is now in kindergarten. For a child to thrive or maybe even survive kindergarten at TR, he/she needs to recognize and be able to print all the letters of the alphabet before starting kindergarten here. It also really helps to know how to read BEFORE entering TR's kindergarten!
—Submitted by a parent


Posted September 8, 2011

Really formal school that does not care about kids. It gains its popularity when the previous principal was in charge. Currently parents feel deeply unsatisfied with the school. The atmosphere in school is over competitive, with lots of unhealthy restrictions. It concentrates not on kindness, team work, support and respect to academic skills or talents, but on grades, rumors, "popularity". Kids does not learn proper values in their relationships between themselves and between kids and adults.
—Submitted by a parent


Posted August 9, 2011

We were very disappointed with this school and principal. There is very stressful atmosphere at school. All kids taking a lot of behind school programs in this "run for grades" race. Children who's parents cannot donate as much as others are ignored. Principal is very aggressive woman and not polite at all. It is very hard to follow on anything with her and she doesn't listen your opinion, screams at children, make children feel guilty and disrespectful. There is no any challenge for children, gate program is just extra work at home. Waist of time and big stress!!!! It was very stressful year and finally we found other school.
—Submitted by a parent


Posted March 18, 2011

I am a happy parent with a 4th grade and a 1st grade in this school. I think this school has very highly qualified and genuinely caring teachers. I have never sent my kids to any tutoring program, yet my elder daughter goes to APASS in this school. She is just self-driven, and the school provides the right challenge for her. I think these teachers encourage kids to excel, they also value each individual kid. My younger daughter's first grade teacher found her and a few other kids need to catch up with their reading skills, and she voluntarily formed an early morning reading program to teach these kids to read. This class is totally voluntary, and the teacher provided her exceptional service and her own time for us for free. My daughter s reading skill has improved a lot so far. My younger daughter likes taking a nap during the lecture time. Her teacher sent us several notes requesting us to put my daughter to sleep before 8pm, and she constantly says that it is OK if my daughter can not finisher homework before 8pm. She cares more about my daughter having enough sleep than her homework. I can not express enough appreciation for these diligent and caring teachers.
—Submitted by a parent


Posted March 3, 2011

CAUTION ON GOING TO THIS SCHOOL. We moved here from Portland and I wouldn't recommend going to this school. I sat in the school and the class was full of kids overly focused on their grades, and highly functional at math and science beyond their years. It's standards are above and beyond an average public school. We came from an outstanding Portland Public Elementary school--Forest Park, and this school gives assignments where the 5th graders have to create their own presentation in PowerPoint and deliver it to the class. If your kid likes sports this school doesn't have a balanced peer group for that. According to our teacher most of the kids ' take Kumon, play the piano, and are not athletic'. We are looking for a different school next year. I am not a Dragon Mom and can't raise a future physicist.
—Submitted by a parent


Posted January 4, 2011

I am a parent of a 4th and 5th grader at TR. Many reviews reflect the diversity of PARENTS more than what is going on at the school. Complains that TR does not allow kids to be kids comes from some of the white parents. While complains that the school is not challenging enough comes from the Asian parents. I personally believe that TR gets it just about right for our kids. Yes, they have some boring homework that parents complain is "teaching to the test." They also have a large dose of projects, many of which they have a choice of topic. My children have given presentations on topics ranging from quantitative-easing to Meg Whitman's nanny-gate issues during the election. DIVERSITY: Statistics have very broad categories like "Asian" but you should know there is no one country what dominates the school. Asian includes Chinese, Korean, Indian, and Iranian in nearly equal doses. I am a white parent and I am thrilled that my children go to such an incredibly diverse school with so many caring and competent teachers. You will have a hard time finding a better school if you have bright hard working kids. If your children struggle academically, TR may not be the right place for you
—Submitted by a parent


Posted October 11, 2010

BE CAREFUL PARENTS - This school targets few kids and pressure their parent to sign them for ESPECIAL EDUCATION PROGRAM just to get some STATE FUNDING. School arrange a nurse to watch your child behavior and make up a false story of your child. School gather few teachers and arrange few meeting. Most of these teacher don't even know you child. These are few techniques school uses to trap your kid for state funding. PARENTS: IF YOU BELIEVE YOUR KID IS NORMAL, PLEASE DON'T GET TRAPPED INTO THIS ESPECIAL EDUCATION SCHEME.
—Submitted by a parent


Posted September 25, 2010

Turtle Rock is an excellent school. We joined the school in Feb 2009 and have found the curriculum to be challenging and stimulating. Most of the staff are dedicated teachers who bring out the best in the students. The principal is friendly and approachable. The parental involvement at this school is huge, fostering a great sense of community. We are very pleased with Turtle Rock. Awesome school!
—Submitted by a parent


Posted September 23, 2010

Knowing the high API score of this school, if parents want kids to have more fun, it would be better to send them to other good Irvine schools. Turtle Rock has nice and positive culture that the students can be proud of being part of the school. Teachers are doing a great job reinforcing what they teach in the class by having the students do the homework so that they will retain what they learned in the class. My daughter is in the APAAS class and she has changed very positively. I think this school stays on top because of its positive culture and teachers know how to motivate the students to better themselves. I am very glad to move my child here.
—Submitted by a parent


Posted July 18, 2010

I disappointed with this school. The learning process is not on the appropriate level. Teachers care more about score tests than about teaching process. All kids have tutors in other places and have a great skills but there is no any challenge for them in this school.It is just waist of time.
—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

974

Change from
2012 to 2013

-6

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 met all student subgroup API targets for 2013

This school's
API score

974

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

-6

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 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
(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.

134 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
91%

2011

 
 
89%

2010

 
 
91%
Math

The state average for Math was 65% in 2013.

134 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
95%

2011

 
 
92%

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 46% in 2013.

127 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
85%

2011

 
 
77%

2010

 
 
88%
Math

The state average for Math was 66% in 2013.

127 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
92%

2011

 
 
94%

2010

 
 
91%
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.

138 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
97%

2011

 
 
89%

2010

 
 
93%
Math

The state average for Math was 72% in 2013.

138 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
97%

2011

 
 
92%

2010

 
 
93%
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.

128 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
89%

2011

 
 
87%

2010

 
 
90%
Math

The state average for Math was 65% in 2013.

128 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
90%

2011

 
 
91%

2010

 
 
90%
Science

The state average for Science was 57% in 2013.

128 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
94%

2011

 
 
90%

2010

 
 
92%
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.

129 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
97%

2011

 
 
96%

2010

 
 
99%
Math

The state average for Math was 55% in 2013.

129 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
95%

2011

 
 
92%

2010

 
 
97%
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 Students92%
Females94%
Males89%
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latino88%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged73%
Non-economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability94%
English learner84%
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 state92%

Math

All Students92%
Females90%
Males95%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged72%
Non-economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability93%
English learner91%
Fluent-English proficient and English only93%
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 state92%
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 Students85%
Females89%
Males81%
African Americann/a
Asian90%
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)80%
Economically disadvantagedn/a
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability86%
English learner76%
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state85%

Math

All Students94%
Females100%
Males88%
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)95%
Economically disadvantagedn/a
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability94%
English learner94%
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 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 Students90%
Females88%
Males92%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged74%
Non-economically disadvantaged93%
Students with disability54%
Students with no reported disability94%
English learner76%
Fluent-English proficient and English only92%
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 state90%

Math

All Students90%
Females89%
Males91%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged70%
Non-economically disadvantaged94%
Students with disability46%
Students with no reported disability94%
English learner71%
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 state90%
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%
Females87%
Males97%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantaged86%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability91%
English learner80%
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 state91%

Math

All Students94%
Females91%
Males98%
African Americann/a
Asian99%
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)96%
Economically disadvantaged86%
Non-economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability94%
English learner93%
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state95%

Science

All Students93%
Females88%
Males100%
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged86%
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability94%
English learner87%
Fluent-English proficient and English only95%
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 Students93%
Females92%
Males94%
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)93%
Economically disadvantaged82%
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only96%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state93%

Math

All Students93%
Females92%
Males94%
African Americann/a
Asian98%
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 disadvantaged82%
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state93%
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 48%
White 28%
Hispanic 11%
Two or more races 11%
Black 2%

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 13%N/AN/A
English language learners 21%N/AN/A

Teacher experience

  This school District averageState average
First-year teachers 1%N/AN/A
Source: CRDC, 2011-2012

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School basics

School Leader's name
  • Karen Catabijan
Fax number
  • (949) 936-6259

Resources

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

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5151 Amalfi Drive
Irvine, CA 92603
Website: Click here
Phone: (949) 936-6250

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