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Teacher quality
Principal leadership
Parent involvement
My two children tell me everyday how much they love chaparral. The positive learning environment created by the principal, office staff, and teachers ensures me my children's safety and enables me to notice their growth academically. I am highly impressed with SchoolLoop and the Learning with Laptops Program. Well Done.
—Submitted by a parent
Our children have attended Chaparral for the past 6 years and we couldn't be more pleased with the school. It feels more like a private school with opportunities to be actively involved in your child's education in both the classrooms and on the PTA. The principal, office staff, teachers, parents, even the regular substitute teachers, know and care about the kids and do what it takes to be sure the kids are doing their best everyday. We highly recommend Chaparral!
—Submitted by a parent
Our kids love the teachers and while I miss our old Principal it is still one of the best in the OC.
—Submitted by a parent
My son has been in the pre-school program and it is excellent. The teachers are incredible and I feel is well prepared for the next kindergarten.
—Submitted by a parent
Chaparral Elementary is an amazing learning community! The principal, staff, students and families of Chaparral are second to none.
—Submitted by a parent
This schools has some of the hardest working teachers I have ever seen. They spend a huge amount of time meeting, planning and creating a positive atmosphere for all kids. Even those with special needs. The teachers have all recently been doing a hands on program of math problem solving that has taken my children to a whole new level of thinking. This school (and principal) does put children first and reminds them everyday to 'learn like a champion!' I wish school was like this when I was a kid!
—Submitted by a parent
We have several students at Chaparral and they all love it! It is a wonderful school with the most amazing teachers! (We truly can't believe the caliber of the teachers & staff at Chaparral!) The principal is very diligent and is a teriffic leader. You'll see him everyday helping kids get out of cars in the 'drive up' line. He is very hands-on and knows most kids by name. The teachers in each grade level work in teams so each class seems to be on the same page. This school is known for it's great test scores (highest in district), but it's the teachers & staff that make it what it is! We can't say enough about it (obviously!)!! :)
—Submitted by a parent
terrible elitist school with no concern for the children.. only tests scores.
—Submitted by a parent
This school and its principal fail children with special needs. The principal has made it quite clear that he does not want your child if he/she is not 'typical'. Can't bring his scores down...
—Submitted by a parent
The school is awesome. I hate that 'elitist' thing. There are many wonderful, down to earth parents (and residents in general) who are far from rich and certainly not elitist. Ladera has smaller homes, condos, apartments, etc. and all kinds of people. The school reflects that. I can't say enough good about Chaparral.
—Submitted by a parent
Chaparral has been a wonderful experience for my 2 children. The teachers are exceptional and the parent involvement is amazing. The principal has high expectations of teachers, students, and parents which I think helps to make the school such a great learning environment. I highly recommend this school!
—Submitted by a parent
Chaparral is a great school if your child does not have a 'special need'. As far as I'm concerned, to the principal, this only brings down his idea of a perfect school. Funds are not available and fundraisers are never considered for the children who need it the most. Overall, the school is wonderful, the principal needs to be removed along with his elitist attitude and superficial idea of the perfect school. The parents are the ones that make this school what it is.
—Submitted by a parent
The school itself is outstanding. The problem is the community. Ladera Ranch is an elitest community. Be prepared to shell out a lot of dollars for fund raising and extra actitivies. Parent peer pressue is intense. Once again, no problem with the teachers... just the parents.
—Submitted by a parent
2ND highest test scores in district. Learning with laptops program unique and sought after. The feel of a private school.
—Submitted by a parent
Chaparral is a school where the children come first. Each child is encouraged to do their personal best without being labeled. The teachers are highly skilled and work hard to bring out the best in each child. The music program is incredible and the extra help available after school has been invaluable. The principal is kind and runs a tight ship. He is a great example of a leader. Thank you Chaparral for bringing out the best in my child and giving him the encouragement and confidence he has needed in his first year of school
—Submitted by a parent
Chaparral is an outstanding school. The teachers are leaders in the school district. Three of the teachers are National Presenters. There is a great music program K-5, monthly art projects. Parent involvement is very high.
—Submitted by a parent
The academic program is unmatched. Children at all levels receive stimulating learning material. I have been in K, 2nd and 3rd grade classes and am amazed at the quality of the teachers. It has been an extremely well rounded learning experience for my children.
—Submitted by Mat, a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
172 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
172 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 48% in 2012.
154 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
154 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 67% in 2012.
150 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
150 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
174 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
174 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
174 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 84% |
| Females | 89% |
| Males | 80% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | 73% |
| All Students | 90% |
| Females | 91% |
| Males | 89% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 88% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | 82% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 81% |
| Females | 85% |
| Males | 78% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | 73% |
| All Students | 94% |
| Females | 99% |
| Males | 91% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 80% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 95% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | 85% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 90% |
| Females | 89% |
| Males | 90% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 97% |
| All Students | 91% |
| Females | 83% |
| Males | 97% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 89% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 97% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 90% |
| Females | 93% |
| Males | 87% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 92% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 91% |
| Students with disability | 50% |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | 92% |
| All Students | 73% |
| Females | 80% |
| Males | 64% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 74% |
| Students with disability | 50% |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 31% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | 82% |
| All Students | 89% |
| Females | 92% |
| Males | 87% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 92% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 89% |
| Non-economically disadvantaged | 90% |
| Students with disability | 58% |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 95% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
Fluent-English proficient and English only
Gifted and talented
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 73% | 28% | ||
| Multiple or No Response | 11% | 3% | ||
| Asian | 6% | 8% | ||
| Hispanic or Latino | 5% | 49% | ||
| Filipino | 3% | 3% | ||
| African American | 1% | 7% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 5% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 5% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 36% | 85% | ||
| Farsi (Persian) | 21% | 0% | ||
| Korean | 17% | 1% | ||
| All other non-English languages | 7% | 1% | ||
| Arabic | 5% | 1% | ||
| Filipino (Pilipino or Tagalog) | 5% | 1% | ||
| Japanese | 5% | 0% | ||
| Mandarin (Putonghua) | 2% | 1% | ||
| Russian | 2% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 23 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 14 | N/A | 11 |
| Average years teaching | 16 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 7% | N/A | 2% |
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29001 Sienna Parkway
Ladera Ranch,
CA 92694
Phone: (949) 234-5349
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