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Teacher quality
Principal leadership
Parent involvement
To the reviewer from April 25th...it's PRINCIPAL, not "pricipal". Maybe you can sit in during your child's spelling lesson!
—Submitted by a parent
I have had great success with communications with the staff, pricipal and teachers. If you have to really commit yourself and try to get involved so that you will be able to also help the situation. The ones that seem to be complaining probably don't even help out. I have seen some nasty parents and kids flying off the handle over very silly situations. Sometimes 1 pricipal can only do so much. I highly doubt any of you that were in charge of 900+ kids could juggle as well as our pricipal does. Funny people mention taking things to the district - they won't give us more fudning to help solve a few of these problems people are having. If you want better parking, go to the district, the county and then the state. That is nothing the pricipal can do. I will say that most of the teachers are amazing and truly love their job. There are a few that have probably been burnt out. We all have bad days. No school is 100% perfect. CCE tries their very best and for that I commend them! As for most of the parents, it would be nice to see more get involved. People work, but there are other ways to help. Get involved and I promise you, you will see results and get to know others.
—Submitted by a parent
My daughter is in first grade and has a wonderful teacher! Her reading scores were below average at the start of the school year but she is now reading above average and is continuing to learn at a higher rate than I was experiencing in a private school for preschool and kindergarten. I am really impressed with the teacher. There was an incident that happened on the playground that really concerned me, and I contacted the Principal, who was really responsive and solved the problem immediately, he is really active and involved with the kids. My daughter loves him! The only reason I reduced the stars to 4 is because the front office staff leaves something to be desired, they are not very helpful and often I and other parents will stand at the counter for long periods of the time before even being greeted by them.
—Submitted by a parent
Can someone please give me the low down of the 1st grade teachers? I'm trying to decide which one will be right for my daughter. Thank you so much!
—Submitted by a parent
I was told my daughter would be in special reading classes. Found out months later she wasn't. Then told new reading teacher came and she would be placed in there. I asked Mr. Wood to check and see and let me know and Monica to let me know. It's been 30 days and non one has bothered to update me. There is a lot of communication gaps with this school....and following through.
—Submitted by a parent
This school could be good, if it wasn't for the laying principal and some of the so called teachers. whom shouldn't be aloud to be near a school nevertheless teaching.
—Submitted by a parent
I have worked on this campus and have seen how the school is ran and see how parents are with support with the school and at home with there child /homework. I actually transferred my child to that school because I fell in love with it. The only pet peeve I have is I think Kinder grad should be done better and more awards given out throughout the yr and communication from the teacher that a child will be getting one....
—Submitted by a parent
Disappointed....This school has a few outstanding teachers and aids that are absolutely wonderful however the support from the principal is not there! The principal is very good about promising and figuring out ways to help situations EXCEPT he never commits. There are excuses or I have been told flat out lies. The staff is scared to tell the parents what is going on with the students and the principal wants to hush hush situations from the district. Thats where the promises that are never fulfilled come in. Please just keep in mind if you have a student that attends this school to make sure you truly know what's going on not what you are being told. Huge difference and scary once I found out from other parents and started paying closer attention is when I pulled my children out. Looking at the school from the outside it looks great and thats the principals goal.
—Submitted by a parent
I have three children; first, second and third grade. We just moved to this school at the beginning of the school year. My children and I are very pleases and absolutely love it here. My oldest son, since he was in preschool always had problems in school and was always getting in trouble and getting suspended. I never knew there were aby problems till after the fact. Here at Cottonwood the teachers and principal are very involved with the children and the parents. Of there is anything going on with my kids, good or bad, I usally find out before they even get out of school. They communicate very well with me in all areas of their schooling. The school is constantly doing thing for the kids and the school. From family movie nights, family bingo, cold stone ice cream sales every week, harvest carnivals and many other things to get the families involved. Also the principal is right there in every little thing the kids do. Encouraging them and making everything fun and exciting. You will hardly ever see him in his office, but rather out on the play ground or in the classrooms with the kids. This school has been the best experiences my kids and I have ever had. We all love Cottonwood.
—Submitted by a parent
The staff of this school are incredibly snotty and rude. Don't expect any positive interactions with the office staff. Many of the teachers and aides don't seem to like children. We went to the halloween carnival and one of the workers at the fish bowl booth were so rude to my daughter that she cried. Another time one of the rude individuals helping in the book fair upset my son as well. Common courtesy and respect for you and your children will not be found at this school!
—Submitted by a parent
I am so happy with this school. My kids are very motivated and happy to go to school. The teachers are great and Mr. Wood, the Principal, is doing a great job.
—Submitted by a parent
This is our second year at CCE. Last year I was considering pulling my children out and going private because I didn't like the way thing were being handled. I could relate to a lot of the earlier reviews that weren't so great. But this year I have to say I've seen BIG changes with our new Principal, Mr. Wood. He's quick to address any concerns you might have as a parent and he's great with the kids! The school seems to be headed in a new direction and I really like where it's going. The teachers we have had so far have been great, I couldn't ask for anything more. I'm very happy with CCE and look forward the school years to come.
—Submitted by a parent
I am extremely pleased with CCE, and remarkably impressed with our new Principal Mr. Wood!!! I have 2 children enrolled at this school. We just recently moved from OC, The schools they came from had notably high ratings, however, not the personal touch we have received from this school. The teachers and the Principal are well involved with school activities during and after. I have not experienced a better school!
—Submitted by a parent
The school has had significant CST score improvements, year after year. Thanks to all the hardwork of all the teachers at this school. This year's score is 892! I have 3 kids 2 of whom are in middle school and graduates of CC. I have one more remaining. So far the test scores form my kids have improved year after year trending in the High advanced! My only issue is with the office staff who never seem to care when a parent walks in and needs help. They look at you and ask you, the 'May I help you' question with an eye that says 'leave us alone'. I hope the new principal takes note of this and steps in to help.
—Submitted by a parent
My daughter has been a student at CCE for 5 years now and we have nothing but the highest regard for the teachers at this school. The teachers we've had have been supportive and motivating. There is quite a bit of homework, but I feel that it's helped my daughter to create good study habits and to impress upon her how important school is. My only negative comment would be that the office staff can come across as cold and uncaring.
—Submitted by a parent
I am impressed with my daughter's Kindergarten teacher. There is constant communication about my child's progress. She is excited to be there. I hope that the other teachers are as good.
—Submitted by a parent
The office staff/principal are horrible. Second year my child has attended, I have never been able to get a live person on the phone, and call backs are two-three days later. Haymen and Graham are much better (or were in case of Hayman).
—Submitted by a parent
I love their dedication, spirit and love for teaching, my daughter has only been attenting cottonwood for a year and she is more eager to learn and seems so happy there. Go cubs!
—Submitted by a parent
The post that was done on 9/24 I could not agree more with, the principal and other assistants are very rude. The teachers send emails that make we wonder how they received their credentials, very disappointed in the school. I too am a parent where my child came from a much more friendly and organized school.
—Submitted by a parent
Both of my children have attended CCE. Over, the past 8 years there have been many changes. As the school grows, so does the power of PTA, as well as the API. The teachers here care! Many work late hours and go above and beyond to help the students.
—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.
146 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
146 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.
135 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
135 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.
144 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
143 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.
132 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
133 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
132 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 | 82% |
| Females | 84% |
| Males | 79% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | 73% |
| 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 | 67% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 84% |
| Males | 85% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 84% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | 73% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 75% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 92% |
| 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 | 69% |
| Females | 70% |
| Males | 68% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 72% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | n/a |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 78% |
| Males | 86% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| 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 | 70% |
| Parent education - some college (includes AA degree) | 90% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 93% |
| 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 | 83% |
| Females | 82% |
| Males | 84% |
| African American | n/a |
| Asian | n/a |
| Filipino | 100% |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 80% |
| Males | 86% |
| African American | n/a |
| Asian | n/a |
| Filipino | 100% |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 100% |
| 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 | 65% |
| Females | 70% |
| Males | 61% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | n/a |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 60% |
| Parent education - declined to state | n/a |
| All Students | 63% |
| Females | 66% |
| Males | 60% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 66% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | n/a |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 53% |
| Parent education - declined to state | n/a |
| All Students | 58% |
| Females | 59% |
| Males | 58% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 61% |
| English learner | n/a |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 53% |
| 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
Filipino
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 | 57% | 28% | ||
| Hispanic or Latino | 24% | 49% | ||
| Filipino | 7% | 3% | ||
| African American | 4% | 7% | ||
| Asian | 3% | 8% | ||
| Multiple or No Response | 2% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 7% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 23% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 74% | 85% | ||
| Filipino (Pilipino or Tagalog) | 14% | 1% | ||
| Vietnamese | 6% | 2% | ||
| All other non-English languages | 1% | 1% | ||
| Cantonese | 1% | 2% | ||
| Japanese | 1% | 0% | ||
| Korean | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 19 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 8 | N/A | 11 |
| Average years teaching | 9 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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