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GreatSchools Rating

University Park Elementary School

Public | K-6 | 546 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 4 ratings
2012:
Based on 1 rating
2011:
Based on 1 rating

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16 reviews of this school


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Posted December 5, 2013

The new principal, Christine Amoroso, is awesome! She is turning this school around. The school also has a new PTA. The PTA and the school staff are working closely together to make this school a top school! The teachers are awesome! It's my child's 3rd year at this school and she loves it! Her teachers are well trained and great at what they do.
—Submitted by a parent


Posted September 29, 2013

I HATE THIS SCHOOL! It is horrible! The lunches are horrible, teachers are soooo mean, (especially Mrs.Allen,she lets students out late,doesn't know what to really.).the grass is horrible,the look of the school is horrible,even though it is a "distinguished school"it shouldn't have that title. DONT GO HERE!!!!!!
—Submitted by a parent


Posted August 23, 2013

Our kindergardener and 3rd children started the school year here, as it is our neighborhood school. This school is the magnet school in the district for English as a first language. However, these children are in a separate class and I was assuming if would not impact our children who are above grade level students. By October we had so many negative issues we contacted the school district board and had our children moved to another school. There are many above average students in this neighborhood. The fact is this school losses these students because it to below average and average students.
—Submitted by a parent


Posted August 21, 2013

DO NOT SEND YOUR CHILD TO THIS SCHOOL!!!!!! wrost school. bad teaching. unhealthy lunches. rude teachers! ( especially 5th grade teacher Mrs. Allen! ) wrost schoolyou can go to. my daughter went and she got lower grade because her teacher Mrs. Allen didnt read her test scores!
—Submitted by a parent


Posted August 12, 2012

U.P has gone progressively down in performance over the last few years. This year, thanks to its unapproachable and incompetent principal, it finally placed itself under the title of Needs Improvement by No Child Left Behind Act.Parents are totally ignored and no support is given to students.
—Submitted by a parent


Posted October 14, 2011

This is the worst school imaginable. The teacher are ignorant and arrogant. They accept zero input from the parents and have very bad attitudes. This school is going down hill very fast despite having a student body of strong students. Their goal is to teach to the middle and hold high achiving kids back so they can bolster their numbers at the competency level. If you want your child to excel find a different school.
—Submitted by a parent


Posted October 18, 2010

they are rewally working very hsard for the sake of our children
—Submitted by a parent


Posted October 11, 2010

they are really working hard for the sake of our children
—Submitted by a parent


Posted July 8, 2010

This school is absolutely wonderful! I couldn t be happier! My son started Kindergarten in 2008. He is a special kid who is highly gifted but was shy and not socially mature enough compared with the other kids of the same age. His Kinder teacher was Mrs Goto s and she is very experienced and caring. To my most happiness, my son started to talk about his teacher and friends at home! I can see he was happy, cared about friendship, and was full of self-confidence. In his second year he was in Mrs Anderson s class. That was a very happy experience as well. Mrs Anderson is very professional and caring. My son s self-esteem is continuously building up and he is more active then ever. Now we have to leave the school because we moved to another city. sometimes I still hears Mrs Anderson told me that . --Something beyond his grade level!
—Submitted by a parent


Posted February 6, 2010

As a new parent to U.P. (1st & K-students) and head of the PTA, I truly LOVE this school. The passion of the teachers, the spirit of the students and the vision of the principal are truly contagious. Kara Rydman (principal) has done an AMAZING job in her first year bringing the school, the kids and teachers togther in a way that's inspiring, motivating and educational. She is one of the reasons this school runs so well - she's approachable, open minded, and fair, yet willing to make the tough calls. She is flexible, forward-thinking, and knows the students and their families very well. Perhaps the best part about this school is the diversity of its students and curriculum.
—Submitted by a parent


Posted January 22, 2009

My child started last year in this school and I could not be any happier with the school and teachers, my child never attended any pre-schools before and she is doing so well that she is even a litle advanced as far as academic goes! The kindergarten teachers are wonderfull and I will be enrolling my boys(twins) for kindergarten in the fall. Love this school!
—Submitted by a parent


Posted August 26, 2008

Last year was our first year at U.P. and what a great year it was! We transfered from another IUSD school that moved locations and UP was our neighborhood school! Our last school was also a good one, so I had something to compare UP to. No, the building was not brand new nor did we have shinny new computers, but the IMPORTANT elements of education were in tact. My children were immediately 'at home' in their new school. I am not sure what the person below is referring to by unfriendly students and teachers. The children were great-the staff exceptional. Very caring, experienced, and DEVOTED teachers (the teachers must be devoted to put up with all that the CA. Gov. puts them through). Parents are involved in all activities at the school and working in the classrooms each and every day. Looking forward to another great year.
—Submitted by a parent


Posted December 5, 2007

My children went to the school before. The students are not very friendly. Teachers there go through subjects too briefly, so we can't understand very well. If you are looking for a good school, go to Meadow Park.
—Submitted by a parent


Posted March 31, 2007

My first year here with 2 boys in special education. It has been a wonderful experience with the special ed. staff partnering with our family. The principal is a wonderful and amazing woman that cares deeply for all the children. While the other Irvine schools benefit from parent involvement and fundraising it is a bit like pulling teeth here. Teachers are awsome. I truly love this school and they have gone beyond accomodating my boys.
—Submitted by a parent


Posted March 27, 2006

I think that the academic programs that have at this school are great, maybe even a bit tough for the grade level. But, I do think it's quite odd that this school doesn't offer p.e. as a regular activity. I think it's important for the children to have exercise and be fit.
—Submitted by a parent


Posted June 22, 2004

I have been involved with UP School since it opened, as a parent, a school board member, even a student teacher one summer, and a grandparent. Originally, it was an innovative school with wonderful programs for children who thrived in an atmosphere that allowed them to progress at will. Now, it is more traditional, and not as good, in my opinion, but still a good solid school with great emphasis on mutual respect among children and adults. I love the multicultural atmosphere there. Each class looks like a miniature United Nations! In all, 7 children in my family have attended this school, and the experience has been excellent.
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

898

Change from
2012 to 2013

-5

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

10 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2013

This school's
API score

898

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

-5

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)

9 / 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.

68 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
73%

2011

 
 
69%

2010

 
 
66%
Math

The state average for Math was 65% in 2013.

68 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
79%

2011

 
 
82%

2010

 
 
77%
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.

77 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
63%

2011

 
 
58%

2010

 
 
59%
Math

The state average for Math was 66% in 2013.

77 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
82%

2011

 
 
77%

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 65% in 2013.

75 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
69%

2011

 
 
73%

2010

 
 
69%
Math

The state average for Math was 72% in 2013.

75 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
77%

2011

 
 
75%

2010

 
 
87%
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.

84 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
77%

2011

 
 
72%

2010

 
 
69%
Math

The state average for Math was 65% in 2013.

85 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
87%

2011

 
 
86%

2010

 
 
88%
Science

The state average for Science was 57% in 2013.

84 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
79%

2011

 
 
76%

2010

 
 
78%
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.

93 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
81%

2011

 
 
74%

2010

 
 
77%
Math

The state average for Math was 55% in 2013.

93 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
86%

2011

 
 
85%

2010

 
 
89%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

All Students73%
Females69%
Males79%
African Americann/a
Asian76%
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)64%
Economically disadvantaged60%
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability75%
English learner54%
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 state74%

Math

All Students78%
Females69%
Males90%
African Americann/a
Asian88%
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)71%
Economically disadvantaged47%
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability82%
English learner75%
Fluent-English proficient and English only80%
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 state78%
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 Students60%
Females65%
Males56%
African Americann/a
Asian75%
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)57%
Economically disadvantaged27%
Non-economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability59%
English learner33%
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 state61%

Math

All Students80%
Females74%
Males84%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged40%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability80%
English learner81%
Fluent-English proficient and English only80%
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 state80%
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 Students68%
Females70%
Males67%
African Americann/a
Asian50%
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged47%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability66%
English learner24%
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state68%

Math

All Students79%
Females76%
Males81%
African Americann/a
Asian75%
Filipinon/a
Hispanic or Latino92%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged67%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability80%
English learner62%
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state79%
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 Students68%
Females79%
Males58%
African Americann/a
Asian67%
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged58%
Non-economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability70%
English learner25%
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state68%

Math

All Students82%
Females82%
Males80%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latino57%
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 disadvantaged85%
Students with disability73%
Students with no reported disability82%
English learner80%
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state81%

Science

All Students79%
Females85%
Males73%
African Americann/a
Asian78%
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)81%
Economically disadvantaged73%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability81%
English learner54%
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 state79%
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 Students77%
Females77%
Males78%
African Americann/a
Asian71%
Filipinon/a
Hispanic or Latino85%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged81%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability78%
English learner24%
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 state77%

Math

All Students82%
Females85%
Males78%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged81%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability84%
English learner67%
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state82%
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 State average
Asian 44% 11%
White 32% 27%
Hispanic 12% 51%
Two or more races 6% 3%
Black 4% 7%
American Indian/Alaska Native 1% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 24%N/A54%
Source: NCES, 2010-2011

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School basics

School Leader's name
  • Kara Rydman
Fax number
  • (949) 936-6309

Resources

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

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4572 Sandburg Way
Irvine, CA 92612
Website: Click here
Phone: (949) 936-6300

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