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Teacher quality
Principal leadership
Parent involvement
We absolutely love the Spanish immersion program! My 1st grader is doing AMAZING! She's now able to carry full conversations in Spanish. I would recommend it!
—Submitted by a parent
My daughter started the immersion program in 2011 in kindergarten. We have really enjoyed this school and the teachers thus far. Her teachers have been so caring, involved, and go above and beyond to really help each student to not only learn, but really flourish. I agree with the others that the principal appears unapproachable, but she has never been rude to me. My daughter absolutely loves the school, and we are so glad we enrolled her in it. We are not native speakers, her Spanish is flawless, no American accent at all. It's awesome! I would recommend this school to any parents interested in spanish immersion.
—Submitted by a parent
My son is in 2nd grade and is doing really, really well in the Spanish Immersion Program. The teachers use effective methods to educate the children. In addition, the parent involvement in the school activities is impressive. My husband and I made the right choice when we picked Ralph A. Gates Elementary.
—Submitted by a parent
Love the two-way immersion program that this school offers. They have been doing the Spanish immersion program for a very long time so they understand what works and what doesn't. The teachers all seem very dedicated and because of the special program at the school I feel like the parents are more involved and connected. The principal does have an unapprochable look to her but everytime I need anything or have had an issue she is on top of it.
—Submitted by a parent
The two way language immersion program at this school is unbelievable! The principal, along with many teachers have their own children attending here, so there is an incredible amount of support and accountability. You will experience a "private school" feel because of the amazing parent involvement. My nine year-old is completely fluent in Spanish and is an A student in both languages. She sounds like a native speaker and more importantly she has an appreciation for the other cultures that we come across in Orange County. While the state is taking out the music and art from our schools, we have an awesome opportunity to add the gift of language into our students' lives.
—Submitted by a parent
The immersion program seems good. However I'm not agree with the way how to treat students in this school. When I went to visit to the school, I saw some staffs screaming horrible at students over loudspeaker during recess and lunch time.
This is a fantastic school with an incredible immersion program. The teachers are passionate and committed to seeing each child succeed. The principal is supportive of the students and parents. We cannot say enough good things about Gates!!
—Submitted by a parent
My kids are also in the immersion program which is the only reason I stay in the school. This program has some wonderful and skilled teachers, but there are an equal number who are not up to the task. The principal is unapproachable, defensive and frequently unprofessional; the grounds are dirty; the over-all tone is un-welcoming. The parents who are involved are fantastic, but few in number.
—Submitted by a parent
Great teachers and a wonderful principal! Any parent that is involved with our school knows exactly how great it is and how lucky we are to have our kids involved in such a great immersion program!
—Submitted by a parent
"Great school with amazing teachers and the most involved parents I have ever met" - I couldn't have said it better myself! I am very happy with the school and the progress my daughter is making in the immersion program.
—Submitted by a parent
HORRIBLE PRINCIPAL...HORRIBLE. My daughter has been in this school for 6 years and the environment is a very punitive, disrespectful one where kids are not allowed to be kids. I am taking my daughter out of the IMMERSION Program and the school next year.
—Submitted by a parent
Great school with amazing teachers and the most involved parents I have ever met. Not to mention the amazing immersion program that has made my kids bilingual.
—Submitted by a parent
Ralph A. Gates Elementary School is a 5 star school. I live in Laguna Niguel and I travel 25 minutes just to get my kids to school. A total of 1 1/2 of driving a day and it is worth it! My children are in the Spanish Immersion Program and come from a family that does not speak Spanish. This program not only wonderful and amazing but it really does work! My children are now bilinguel and we are tickled pink! Last summer break, we traveled to La Paz in Baja California, Mexico, and my children were checking us in the hotel, talking to the taxi cab drivers, ordering our food in the resturants, asking for directions, speaking Spanish in stores and snorkling trips! My husband and I do not speak Spanish and we were not only relieved but surprised and proud of our children. Thank you Gates Elementary!
—Submitted by a parent
My sister attended Gates in the immersion program to then graduate from Mater Dei High School (one of the best private schools in the country). Gates has a great immersion program that teaches Spanish alongside their usual English. Its a public school yet is one of the most well known in the stateU.S. (California Distinguished) The immersion program, which has a waiting list that parents apply for up to a yr before the child even starts kindergarten (which is where they begin the lingual prog.) in order to even have a chance of getting in soon, guarantees the student's bilingual by 3rd grade!!!. My sister read her own book (1 Fish, 2Fish, Red Fish, Blue Fish in Eng & Span!) before her kinderYear was 1/2over and is now fluent in Spanish, yet still has no problems with English and she's only turning six October this year08. I highly recommend!!!!
—Submitted by a parent
Gates Elementary School offers an exceptional program in Spanish Immersion. Our entire family reaps the benefits from the opportunities available in this program. We have developed life-long friendships and a tremendous network of support for our kids.
—Submitted by a parent
The Spanish Immersion Program offered at this school is the best in the county!
—Submitted by a parent
Absolutely love the immersion program!!! It's amazing how the kids just pick it up! I think it is the best marketable skill you could give your child....a second language!
—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.
124 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
124 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.
141 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
142 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.
116 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
118 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.
126 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
127 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
126 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 59% in 2012.
107 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
109 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 | 42% |
| Females | 41% |
| Males | 43% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 53% |
| Students with disability | n/a |
| Students with no reported disability | 42% |
| English learner | 36% |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 26% |
| Parent education - high school graduate | 37% |
| Parent education - some college (includes AA degree) | 37% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | 61% |
| Parent education - declined to state | n/a |
| All Students | 70% |
| Females | 66% |
| Males | 74% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | 59% |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 70% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 87% |
| 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 | 44% |
| Females | 41% |
| Males | 46% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 43% |
| English learner | 25% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 19% |
| Parent education - high school graduate | 24% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 27% |
| All Students | 70% |
| Females | 64% |
| Males | 75% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | 58% |
| Fluent-English proficient and English only | 92% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 55% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 73% |
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 | 66% |
| Females | 72% |
| Males | 60% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | 49% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 44% |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 71% |
| Males | 66% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | 54% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 41% |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 83% |
| 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 | 80% |
| Females | 79% |
| Males | 81% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| White (not Hispanic) | 97% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | 63% |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 64% |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 65% |
| Males | 65% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | 42% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 54% |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 68% |
| Males | 81% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| White (not Hispanic) | 97% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | 48% |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 57% |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 91% |
| 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 | 67% |
| Females | 72% |
| Males | 61% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | 40% |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 71% |
| Males | 60% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 88% |
| Students with disability | 42% |
| Students with no reported disability | 69% |
| English learner | 38% |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 46% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 89% |
| 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
Grade 6
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
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic | 75% | 51% | ||
| White | 16% | 27% | ||
| Asian | 5% | 11% | ||
| Two or more races | 2% | 3% | ||
| Black | 1% | 7% | ||
| American Indian/Alaska Native | 0% | 1% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 52% | N/A | 54% |
| English language learners 2 | 52% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 97% | 85% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Vietnamese | 1% | 2% | ||
| Armenian | 0% | 1% | ||
| Farsi (Persian) | 0% | 0% | ||
| Punjabi | 0% | 1% | ||
| Russian | 0% | 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 | 10 | N/A | 11 |
| Average years teaching | 14 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| School Leader's name |
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| Fax number |
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| Extra learning resources offered |
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Tips for understanding school culture
TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.
23882 Landisview Avenue
Lake Forest,
CA 92630
Website: Click here
Phone: (949) 837-2260
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