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GreatSchools Rating

Macy Elementary School

Public | K-6

 
 

Living in La Habra

Situated in an urban neighborhood. The median home value is $303,000. The average monthly rent for a 2 bedroom apartment is $1,560.

Source: Sperling's Best Places
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 1 rating
2012:
Based on 1 rating
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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23 reviews of this school


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Posted April 26, 2014

Certain teachers are very harsh with the discipline when the kids forget stuff. Forget your homework paperwork at school, you are banished to lean against a chain link fence for the whole recess; forget to get a parent signature, get on the fence; agenda not signed, get on the fence. Is this a school or a prison? Make a minor, non-behavioral mistake, go lean against the fence in the hot sun for the whole recess. And it is not all teachers who do it but the burnt out teachers who expect perfection. No other school that I'm aware of uses this type of discipline for forgetful students. Time for some of the teachers who can no longer deal with imperfect kids to retire. In fact, greatschools has an article (link below) by Dr. Lisa Hunter, Columbia Child psychiatrist, and she recommends positive reward systems for forgetfulness. Negative reinforcement, such as fence banishment, is a throwback to the 70s. http://www.greatschools.org/parenting/behavior-discipline/1350-fourth-grader-is-forgetful.gs
—Submitted by a parent


Posted April 4, 2014

The way this school is being ran is just sad. Like many parents have wrote on here the quality of teachers is very low and the principal nor the superintendent do anything to fix the issues. The teachers here bully students and are allowed to. There is no one regulating them. Like other parents have said, the only main concern is the state test scores, which they constantly bring up, "this will be on the test!" That is basically what they are learning for, the state test at the end of the year. The year is just a big prep for this test which is what they all talk about there. So yes if you would like to send your child to a school with high state test scores then this may be the place for you. But if you would like to send your child to a school with great teachers, helpful principal and a fun and exciting way of learning then don't send them to Macy. And if you are to send your child here, I would definitely get parent feedback on which teachers to steer clear of. There's a few with horrible reps so it won't be hard to know who to not get!
—Submitted by a parent


Posted December 6, 2013

After reading some comments, I had to respond because there is a misunderstanding as to how much freedom a teacher has. Most of the negative comments are about things that are out of our hands. The school board decides how much homework we must assign, whether or not to fund after school activities, how many field trips we can take (and our PTA funds these trips), and how we teach. No teacher likes giving homework. No teacher is happy with how we must deliver our instruction, and we would love to go on more field trips. We simply have to follow the directives of the school board. If we do not, then we are called to task by our principal. As for the teachers not caring, I personally take offense to this. Many of us easily put in 3 to 5 hours extra at school each day. Then we easily put in 2 to 3 hours at home each night and easily work one full day over the weekends. We will all work over the upcoming holiday vacation. We do care. We do love our jobs and our students. I have only seen dedication in every teacher at this school and I have been here for 17 years.
—Submitted by a teacher


Posted June 6, 2012

Not impressed with teachers following through/keeping the commitments touted in the 1st parent night. For example, they said they would return calls or e-mail by next day. Most email replys are days late and even a week late (how does that help with an assignment question?), and rarely returned phone calls. Extra help just not there - teachers' actions seemed like they didn't care to deal with it. Principal also very slow in responses. Not sure how they manage to reflect their scores,... teach to the test maybe, how many kids taking different tests b/c of special ed, or kids must be genius, b/c the teaching is lacking in some of the grades. - Parent involvement is a plus but cliquish. It's an OK school. Teachers don't hear it, but lots of inapproprate language on campus, some bullying, and over provocative dressing by little girls. Is the school as good as implied, no. It's so-so.
—Submitted by a parent


Posted April 16, 2010

It is an excellent school with a good record for giving a quality elementary education.
—Submitted by a parent


Posted November 5, 2009

I am so extremely impressed with the parent involvement, the principal and the staff. Everybody works so well together.
—Submitted by a parent


Posted August 23, 2009

Interesting reviews... I had to put in my own two cents, being a teacher at this school.. The entire faculty is a team, from our awesome principal, office manager, librarian, nurse, and custodians, to our teachers and support assistants... We are all different people with different strengths and talents, and that should be noted and considered when reviewing any school for individual! Go Macy! Oh... and my own daughter is a proud Macy Eagle!
—Submitted by a teacher


Posted August 10, 2007

I have had children at Macy since 1997. It's a wonderful school. The teachers and principal are excellent. I highly recommend this school. Parent involvement is amazing. They have a very good music program. You won't be disappointed with this school.
—Submitted by a parent


Posted August 3, 2006

The principal is great, which make the school excellent. I feel like we are the big family; the relationship between parents, teacher, principal, and the staffs are very close. The PTA is very strong, which help the teachers and the students. We have Science-On-the-Go several times a year, science fair, reading program, book fair, reflection, and a lot more activities for the students, which are provided by PTA. We have so many fundraising in the past couple years, because we are making a new playground, and all the fundraising are benefited the students of Macy School. This school has helped raise my children in a very positive environment. We're proud to be part of Macy's family. Keep it up! Outstanding school!
—Submitted by a parent


Posted July 17, 2006

We have had an excellent experience with Macy Elementary. The principal really connects with the students and the teachers stay on task and teach! We would like to see more physical education; however, we understand that this is not just a local issue. There is a great deal of parent involvement and all functions really give families a
—Submitted by a parent


Posted April 19, 2006

Some teachers at this school are bad and others are great - do your homework before the school year starts.
—Submitted by a former student


Posted March 7, 2006

Very outstanding school and enriches children with academics and activities.
—Submitted by a parent


Posted February 12, 2006

Quality of school has gone down drastically. Test Scores are the only priority. There is a lack of quality teachers and the principal does not back parents with any issues or take responsibility for them. Very little if any extracurricular activities anymore. Too many fundraisers also.
—Submitted by a parent


Posted January 6, 2006

As parents of a student at Macy, we are extremely disappointed of the quality of teachers available. Obviously there is a problem that the principal and district have not addressed. From our own experience, we have contacted the principal on a few occassions of concern with our child to only get no response!
—Submitted by a parent


Posted October 21, 2005

Our two sons have had excellent experiences at Macy. Both have had outstanding teachers and the principal provides great leadership. The GATE program is challenging to advanced pupils. The school's unique character development program reinforces the training the receive at home, through Scouts and at church. There is a high level of parental involvement and many parents volunteer their time at the school. Wish they had more extracurricular programs, but budgets are pinched. Overall a very positive environment for kids.
—Submitted by a parent


Posted July 2, 2005

The principal provides strong guidelines for the children and they follow. It's a high achieving school so if you have a low kid they will stick out. Overall very good.
—Submitted by a teacher


Posted May 2, 2005

Macy is a great school! My kids enjoy going there and my husband and I are very happy with Macy.
—Submitted by a parent


Posted March 16, 2005

I went to Macy as a child so I decided to send my daughter there also. My daughter and I love it. She's getting a VERY good education and the teachers and staff are always willing to help and support you. Macy is the school to be in!
—Submitted by a parent


Posted August 23, 2004

Have been very pleased, very good academics. Would like to see more field trips, sports, etc.
—Submitted by a parent


Posted July 1, 2004

This next year will be our 10th year at Macy, with 4 more to go. Great PTA - parent involvement in classrooms other than Kindergarten mostly involve making photocopies in the office - hands-on classroom help is extremely limited. State scores are the school's main priority. Crowded classrooms (like every public school), therefore students are treated more like a number than an individual. Great school library and computers.
—Submitted by a former student


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

889

Change from
2012 to 2013

-23

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

8 / 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

889

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

-23

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)

8 / 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.

79 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
81%

2011

 
 
82%

2010

 
 
84%
Math

The state average for Math was 65% in 2013.

78 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
85%

2011

 
 
85%

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 46% in 2013.

75 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
80%

2011

 
 
79%

2010

 
 
69%
Math

The state average for Math was 66% in 2013.

75 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
91%

2011

 
 
86%

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

The state average for English Language Arts was 65% in 2013.

87 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
91%

2011

 
 
84%

2010

 
 
80%
Math

The state average for Math was 72% in 2013.

89 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
86%

2011

 
 
85%

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 60% in 2013.

87 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
74%

2011

 
 
77%

2010

 
 
79%
Math

The state average for Math was 65% in 2013.

87 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
83%

2011

 
 
79%

2010

 
 
78%
Science

The state average for Science was 57% in 2013.

87 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
82%

2011

 
 
80%

2010

 
 
80%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

100 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
75%

2011

 
 
79%

2010

 
 
75%
Math

The state average for Math was 55% in 2013.

100 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
67%

2011

 
 
64%

2010

 
 
73%
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 Students75%
Females84%
Males57%
African Americann/a
Asiann/a
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)85%
Economically disadvantaged60%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability83%
English learner64%
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)70%
Parent education - college graduate89%
Parent education - graduate school/post graduate74%
Parent education - declined to staten/a

Math

All Students86%
Females92%
Males75%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)96%
Economically disadvantaged67%
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability93%
English learner64%
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)78%
Parent education - college graduate96%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a
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 Students67%
Females62%
Males73%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged41%
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only72%
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)56%
Parent education - college graduate84%
Parent education - graduate school/post graduate81%
Parent education - declined to staten/a

Math

All Students80%
Females76%
Males87%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)96%
Economically disadvantaged64%
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
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)83%
Parent education - college graduate88%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a
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%
Females79%
Males74%
African Americann/a
Asiann/a
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)84%
Economically disadvantaged57%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability83%
English learnern/a
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)76%
Parent education - college graduate82%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Math

All Students78%
Females79%
Males76%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged56%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
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)76%
Parent education - college graduate83%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a
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 Students75%
Females81%
Males68%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged67%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only78%
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)86%
Parent education - college graduate70%
Parent education - graduate school/post graduate83%
Parent education - declined to staten/a

Math

All Students80%
Females81%
Males79%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged72%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only83%
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)83%
Parent education - college graduate80%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Science

All Students85%
Females79%
Males92%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino80%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)96%
Economically disadvantaged89%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only85%
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)86%
Parent education - college graduate80%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a
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 Students78%
Females81%
Males74%
African Americann/a
Asiann/a
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)74%
Economically disadvantaged53%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only79%
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)79%
Parent education - college graduate82%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a

Math

All Students75%
Females75%
Males74%
African Americann/a
Asiann/a
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 disadvantaged53%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only77%
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)76%
Parent education - college graduate79%
Parent education - graduate school/post graduate81%
Parent education - declined to staten/a
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
Hispanic 56% 52%
White 36% 26%
Asian or Asian/Pacific Islander 4% 11%
Two or more races 3% 3%
Black 1% 6%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 16%N/A54%
Source: NCES, 2010-2011

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: CRDC, 2011-2012

This school has not yet provided program information.


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2301 West Russell Street
La Habra, CA 90631
Website: Click here
Phone: (562) 902-4231

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