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Teacher quality
Principal leadership
Parent involvement
LNES suffers from mediocrity. There is a lack of leadership from this new principal, who decides things on a whim (new computers for kids who already have new computers at home?, a new 5th grade teacher one month into the year?), without consideration to parents (unlike Ellen FIne), and believes that she knows best. She runs the school as if it suffers from testing underachievement when in fact, the school needs more support for training teachers (who let children grade their own papers, don't keep track of assignments, and do the minimum for preparing students throughout the year perhaps because the material is hard for them, too), parental involvement (no one joined the PTA this year and room moms are the same moms every year), and kids who are socialized to be bullies in middle school (there is no moral development). I am scared to know how these teachers will survive the common core curriculum. They can't even do the STAR curriculum.
—Submitted by a parent
Amazing principal who helped start this new school 10 years ago. Each teacher my child has had a great experience here and u can't wait for my next child to begin. My kids started at Montessori and easily transitioned. YMCA after care is right on site and also for summers. Tons of great after school programs: lacrosse, chess, science/math clubs, acting, guitar, and more. Running Club on Fridays, teacher run PE, Art Masters class, parent run library. Super PTA and Foundation. Parents from all around want their kids to go here w the great Principal and super teaching staff!!
—Submitted by a parent
This is a wonderful school with caring, smart, energetic teachers and a real sense of community. Many of the kids walk to school and the neighborhood is great. Great parent participation and parent/teacher/principal communication as well.
—Submitted by a parent
I am incredibly proud to be a parent in the LNES community. Through 26 years of working in the local nonprofit sector, I have seen the full spectrum of leadership, teaching, and school environments in elementary schools across Orange County, and I can confidently say that LNES stands head and shoulders above the rest. Our principal, Ellen Fine, sets the curve for establishing a culture of both academic rigor and excellent character traits and values, all in a warm, supporting and nurturing environment. I only wish we could stay here through high school! :-)
—Submitted by a parent
Laguna Niguel Elementary is a wonderful school. As a parent I could not be happier. The teachers are caring and devouted to their students and genuinely love to teach. The school's focus is on providing a warm environment where the students want to come to school and learn. That type of environment is fostered by the school's principal who is extremely accessible and involved with her students. There are a multitude of after school activities and a tremendous amount of parent involvement. My child is flourishing at Laguna Niguel Elementary.
—Submitted by a parent
The teachers and staff genuinely care about the children. Proactive approach to make sure no child get left behind. Really active parents. PTA and Foundation work tirelessly to support the school and the children. The kids are exposed to music, arts, technology, student council, as well as core subjects. Assemblies are really dynamic...the school arranged for a gold medalist from the Men's Olympic Volleyball Team to come and speak to the kids about following their dreams & goals, and he allowed the children to hold his Olympic gold medal! Could go on and on. Amazing school. Ellen Fine, the Principal, is an amazing person, professionally and personally. The teachers are all about the kids and providing them the best education. The students' API scores are WAY above average. We feel very blessed to be part of the LNES family.
—Submitted by a parent
What a great school in a wonderful neighborhood. Mrs. Fine and her staff and faculty are very professional, caring, and active members of the community. Image a morning TV show produced by 5th graders. How good is that. Keep up the good work.
My daughter went to this school K-6 and my son currently is in 3rd grade. We love this community school, the teacher's and Mrs. FIne knows every child. The PTA always put the needs of the children as their top priority! A great school and my kids have the best of friends!
—Submitted by a parent
I am very pleased wih the education my son has received at LNES. The curriculum is differentiated to meet his needs. The staff has high expectations for every child and works hard to help each one achieve his/her goals. This school offers many after school programs which my son enjoys very much. I am happy with the progress my son has made at LNES.
—Submitted by a parent
We are very excited about our recent Gold Medal Rating from the OC Register for our school. The teachers, principal, parents, and students work together as a team to promote an excellent program. The PTA and LNES Foundation support and supplement the educational programs. I love volunteering in my children's classrooms. Their teachers make learning come alive! This is a great school and we love being a part of it!
—Submitted by a parent
This is not a great school in terms of building morale and ethics. A lot of bully issues goes around the school but the principal and teachers tend to ignore just because they want to please the 'class mom'. Most of the times, the real talented kids are penalized just because they want to please certain parents. Nothing goes on merits here. Most first and second grade parents are good though. Higher grade is a mess. I wouldn't want to send my kids to this school though. Wrong choice. Education preparation is also not great.
—Submitted by a parent
Having experienced this school in K-3rd grades, I have to say it is amazing. The community that is brought together by parents, teachers and a great Administrator and staff makes all the difference in the world. Ellen Fine, Principal, hosts flag ceremony every morning where all the students, teachers and parents come together, honor children's accomplishments and begin the day as a single group. This school has some of the best teachers I have ever come across and works well with students at all ends of the spectrum to provide what is necessary to help them soar. I will be very sad when we have to leave this great school.
—Submitted by a parent
Terrific school with a strong principal in Ellen Fine and top notch teachers. Parents are very involved.
—Submitted by a parent
This school is high in academic rating because the parents are highly involved and mothers are able to spend a lot of time at home with their kids teaching them. Teachers ask parents during P-T meetings to practice things that they will be tested on.
—Submitted by a parent
Academics are stressed, children are introduced to arts, music little emphasis on sports parent involvement medium to high
—Submitted by a parent
This is an excellent school. The teachers are very skilled and technologically literate. I have found the principal top notch and caring for the students. The facilities are excellent and the environment is very positive and nurturing for elementary school kids. The school received an API of over 800 on the 2004 STAR Test. I was very pleased with my son's progress at LNES. He performs well now at middle school because of the education he received there.
—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.
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.
95 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
95 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.
102 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
102 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.
100 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
100 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.
104 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
104 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
106 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 | 85% |
| Males | 84% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | 55% |
| Fluent-English proficient and English only | 93% |
| 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) | 81% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | 88% |
| Males | 84% |
| 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) | 91% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | 59% |
| Fluent-English proficient and English only | 93% |
| 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) | 75% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | n/a |
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 | 77% |
| Females | 74% |
| Males | 80% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | 47% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | 85% |
| Males | 87% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | 60% |
| 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 | 80% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
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 | 89% |
| Males | 74% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| 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) | 87% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 76% |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 83% |
| Males | 75% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| 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) | 80% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 76% |
| Parent education - declined to state | n/a |
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 | 86% |
| Females | 96% |
| Males | 79% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| 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) | n/a |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 98% |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 76% |
| Males | 64% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | n/a |
| Fluent-English proficient and English only | 72% |
| 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) | n/a |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | n/a |
| All Students | 88% |
| Females | 83% |
| Males | 91% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| 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) | 67% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
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 no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 66% | 28% | ||
| Hispanic or Latino | 12% | 49% | ||
| Asian | 11% | 8% | ||
| Multiple or No Response | 8% | 3% | ||
| Filipino | 1% | 3% | ||
| African American | 0% | 7% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 12% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 13% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 62% | 85% | ||
| Farsi (Persian) | 16% | 0% | ||
| Arabic | 5% | 1% | ||
| Cantonese | 4% | 2% | ||
| Vietnamese | 4% | 2% | ||
| All other non-English languages | 3% | 1% | ||
| Mandarin (Putonghua) | 3% | 1% | ||
| German | 1% | 0% | ||
| Japanese | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 24 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 11% | N/A | 2% |
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27922 Niguel Heights Boulevard
Laguna Niguel,
CA 92677
Website: Click here
Phone: (949) 234-5308
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