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Teacher quality
Principal leadership
Parent involvement
Parents need to be parents. It isnot just the teacher's or the school that need to step it up, but the parents need to do their part also. Education starts at home and if a child doesnt learn at home, dont expect them to do any better at school. At this school the level of parental involvement has gone down, but yet the national and academic scores stay the same or go up slightly. Do the math.
—Submitted by a parent
Ok this school really needs to step it up a bit when it comes to kids that need extra help in class! My son is totally lost in class and I feel so bad so I WILL go to the district or even further! ESL is a priority and my son isn't ?
—Submitted by a parent
This school is full of bullies, teachers to parents, there is one parent that is always there harassing other parents to give her rides when you decline she will harass you, she has done this to many, even vandalizing one parents car! Staff did nothing, I assume because her child is considered special needs, the teachers are unwilling to work with kids that need one on one, you either learn as a group or too bad! And the school is made up of 65 percent English learners, I hope it has got better with the new principal I don't know we left prior to that, but be warned beware of a 5"0 220 lbs woman with a dwarf daughter she is NUTS and will stalk and threaten you if you decline to be her taxi I've seen her cause issues for the parents and staff , bulling needs to stop.
—Submitted by a parent
I found the staff to be rude. Too many changes staf now phone numbers. Even just trying to pick your kids up after school is a terror the staff yell and scream 'move it move it' how do they talk to the kids?? Im sorry this school isnt what people make out to be.
—Submitted by a parent
Although the school is attracting attention from meeting all of its goals with regard to the API scores, there is a high percentage of English Learners and socioeconomically disadvantaged students at this school, which has made it very difficult for my children to blend. The principal and teachers have been great, but there are not enough resources for the top-achievers because there is so much instruction for the mid- to lower-achieving students.
—Submitted by a parent
My daughter just completed her first year here at Withrow. We were lucky to have been in the area for this school and not the other sub par local schools. The teachers have been amazing and the academics at this school are truly impressive. I am looking forward to the future when my other daughter will attend. My only complaint would be the rules regarding parent involvement. They are very strict about whom they let on campus, which is a good thing but frustrating for me since I wasn't allowed onto the campus because I have a toddler. Also, my daughter was in PM Kindergarten and they did not have any celebrations for Student of the Month, holiday celebrations, end of the year parties, or any type of graduation. That was a little disappointing. But overall I would have to say that the levels of teaching and education are more than what I could have expected.
—Submitted by a parent
My Son has attended Withrow for 4 years & is in the 3rd Grade. His Homeroom Teachers have been fantastic! I've met many of his other Teachers as well as the Staff, and they've been wonderful also. The API for Withrow has continuously increased by a lot every year which shows how dedicated and involved the Teachers are with the Students and Parents and how committed they've been to Academics. I love everything about this School & have had nothing but great experiences! Keep up the Great work Withrow!
—Submitted by a parent
I have two children that attend Withrow, one in Kindergarden & the other in 1st grade. They transferred from Butterfield in January. The office staff and teachers are great. My son (kinder) had a bit of a hard time learning at Butterfield. They couldn't keep his attention on track, but since his transfer he has been doing great! Thank you Withrow!!
—Submitted by a parent
This too is my son's first year at Withrow. I transfered him from Machado, for his fifth grade. I love the principal and his teacher. The only problem with my son is he to has no friends. Nobody likes to play with him. He comes home upset most of the time. Saying kids are picking on him. I told him to be patience. Not all kids are going to like him. He now has maybe one friend. I told him that is all you need. Other than that , love the school....
—Submitted by a parent
This is my first year as a school mom and i guess it is going to take a while longer for me to get used to it. I think the school is great, the principal is exceptional and most of the teachers i have had the chance to know are great. The only thing i am not happy with is the overwhelming help for disadvantaged/slow learners, and the lack of opportunity for advanced kids. Although i understand that they have a curriculum to follow.
—Submitted by a parent
This is a new school for my son and he has had a very hard time adjusting and I think that the teachers haven't been as good as help as I think they should be. When a child has to transfer schools in the middle of the year of course they are going to have difficulty making new friends and adjusting to not being able to see the old ones as often but I believe that the teachers should try to make it a little easier by pairing the new student up with a buddy so they can feel at ease.
—Submitted by a parent
My son is a kindergarden student and I volenteer at the school so I am able to see the way teachers and students respond at the school. I am extermly happy with withrow and the teaching staff. I am very happy I can be a part of such a wonderful school. I look forward to the many years my son and I have there.
—Submitted by a parent
Withrow is a great school. I have had my daughter here now for 6 years. The teachers are the greatest, of course in the upper grades the teachers seem to lose patience compared with the lower grade teachers, but all in all they are great. The worst thing I have seen is the lack of parental involvement and it really shows in the kids and their school work.
—Submitted by a parent
Some of the most experienced teachers in the district. Always willing to help, and always have the children at the center of their focus. The new principal is much better.
—Submitted by a former student
I have been associated with Withrow for many years and feel we have the best Principal and teachers ever at this time. The principal is involved with the students and the teachers do their best to help all of the students reach their academic or personal skills. I have no negatives about Withrow. Bill Henderson
—Submitted by Bill Henderson, a parent
Teachers go the extra mile to help all the students despite all the budget cut backs and threats by Gov. Arnold.
—Submitted by a parent
We love this school. The staff is very involved and the parents seem to be, as well. The principal and assistant principal make sure any issues are addressed immediately. The only shortcoming I can see is the lack of extra-curricular activities outside of the GATE program.
—Submitted by Maria Pollock, a parent
Overall, this school has a great teaching and administrative staff. They do the best they can with the resources they are given. Any problems the school may experience is mostly due to state funding not being as readily available as it should be. As a parent that is involved in many aspects with the school and district, I am aware that many students are stuggling and additionally know that parents are the # 1 key to a childs development and success. That cannot be stressed enough! A students struggle with academics is not the complete 'fault' of any educational center. There are many resources available for the children and parents should seek every resouce available. The school has a job to provide a certain amount of direction; parents have a key role in seeing to the childs sucess with the information the school provides.
—Submitted by a parent
This is a Great School. The teachers really do care about the students. There does however need to be more parents involved with their childrens homework and other activities.
—Submitted by a parent
This school is so caught up in their status of how well the kids perform on their tests, they treat the ones who need help like dirt.
—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.
143 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% 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 48% in 2012.
110 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
112 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.
118 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
119 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.
92 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
94 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
92 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 | 69% |
| Females | 71% |
| Males | 67% |
| 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) | 78% |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 80% |
| Students with disability | 41% |
| Students with no reported disability | 73% |
| English learner | 61% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 63% |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 79% |
| Males | 79% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 90% |
| Students with disability | 47% |
| Students with no reported disability | 83% |
| English learner | 77% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 63% |
| Parent education - high school graduate | 80% |
| Parent education - some college (includes AA degree) | 90% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | n/a |
| 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 | 41% |
| Females | 41% |
| Males | 41% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 44% |
| Students with disability | n/a |
| Students with no reported disability | 41% |
| English learner | 23% |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 43% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 68% |
| Males | 70% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | 70% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 53% |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | n/a |
| 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 | 76% |
| Females | 79% |
| Males | 73% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | 62% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 84% |
| Parent education - high school graduate | 60% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | 71% |
| Males | 75% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 70% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | 71% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 74% |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | n/a |
| 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 | 74% |
| Females | 74% |
| Males | 74% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 67% |
| Parent education - high school graduate | 78% |
| Parent education - some college (includes AA degree) | 84% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 67% |
| Males | 84% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 68% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 83% |
| Parent education - high school graduate | 68% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 48% |
| Females | 36% |
| 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) | 70% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 53% |
| Students with disability | n/a |
| Students with no reported disability | 46% |
| English learner | n/a |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | 85% |
| Parent education - not a high school graduate | 67% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| 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
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 62% | 49% | ||
| White | 28% | 28% | ||
| African American | 4% | 7% | ||
| Filipino | 2% | 3% | ||
| Multiple or No Response | 2% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Asian | 1% | 8% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 27% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 56% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 98% | 85% | ||
| All other non-English languages | 1% | 1% | ||
| Filipino (Pilipino or Tagalog) | 0% | 1% | ||
| Korean | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 15 | 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 | 0% | N/A | 2% |
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30100 Audelo Street
Lake Elsinore,
CA 92530
Phone: (951) 678-0132
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