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Teacher quality
Principal leadership
Parent involvement
My daughter has attended Del Cerro for 2 years now and we have been very happy. The teachers are caring and concerned about the kids - even though they have to deal with increasing class sizes. The kids I've met from all grades are happy and well-rounded and the parents and PTA are great. We are moving out of state at the end of the year and my daughter is so sad to be leaving the school she loves.
—Submitted by a parent
My two daughters just finished first and second grade at Del Cerro, and we love this school. The principal does a great job being visible and available to parents and participates in all the activities. The PTA at the school creates a lot of fun activities for families. The teaches I've encountered so far have been rigorous, direct, and caring. I think the teachers are doing a good job of dealing with devastating budget cuts and large class sizes, and communicating my children's homework needs and areas to work on to me as a parent. Having my children at Del Cerro has me feel like I'm part of a large, caring community in Mission Viejo.
—Submitted by a parent
The principal and the teachers are great. The PTA generates funding and supports the school. The school environment is also good.
—Submitted by a parent
Staff is okay, but do not appear to encourage parent input (but encourage parent involvement). As a GATE school, some teachers need further training understanding Gifted children and their behaviors. They are behind in technology with many teachers still using overhead projectors and a couple computers in each classroom. Overall the school is okay.
—Submitted by a parent
Del Cerro has been a great experience so far for me and my children. My third daughter is going to be starting kindergarten there in the fall and I am looking forward to it. The staff there is always helpful, teachers have been good to great, and my children are happy there!
—Submitted by a parent
Excellent school, excellent teachers, excellent parents, excellent students. My fifth-grade and third-grade children have both been at Del Cerro since kindergarten and have often told me they want to stay through 6th grade. The teachers have experience and, most important, encourage children to take responsibility for themselves. We purchased our home because of the great reputation of this school and have not regretted our decision.
—Submitted by a parent
My daughter just started Kindergarten here, she absolutely loves it! Her teachers are wonderful. Now Kindergarten is her favorite activity,coming before her dance and gymnastics classes!
—Submitted by a parent
With both myself and my husband being born and raised in Mission Viejo, we wanted the same for our children. I myself attended Del Cerro for K- 6th grade, and I also have a daughter enteing 5th grade and a son into Kindergarden. The teachers are phenomenal, and the administation are warm and knowledgeable. There is something for everyone here, and you can be as involved as you want to be. You only get out what you put in, and you will have an amazing experience at this school if you put in any sort of effort. This school is like a family to us, maybe that is why we will never leave.
—Submitted by a parent
If you are looking for Great Schools in Mission Viejo, than Del Cerro is one of the best. In addition to being a GATE school, the Principal and the Teachers want to challenge all the students. I had an opportunity to meet the Principal prior to choosing this school and its clear that she cares about the kids and wants them to grow in social and academic areas. We had a Family BBQ last week and should have 70-80% participation in the PTA. (our goal is 100%) The PTA supports the School in many ways including: Science programs, Music, Assemblies and Technology. In three weeks I have seen more involvement then foremost of the year at our last school. I look forward to the next 7 years for my youngest at Del Cerro.
—Submitted by Thom Grifftih, a parent
Overall, I am very happy with the quality of education at Del Cerro. The principle appears to be very involved and has been at all the school functions I've been able to attend. Altogether, my children have had 5 teachers there (K-3) and I've been quite happy with all but one of them. My reasons for not liking here were more to due with personality than quality of education, so take that for what it's worth. i'm not qualified to address the music and arts programs. i know they have special teachers come in to give (weekly?) lessons. The school facilities are adequate but by no means elaborate.
—Submitted by a parent
I am not impressed with the level of experience from my child's teacher. This is her second year teaching, and she seems to be out of touch with what some of the lower performing students are doing. The school depends on help from the parents in the classrooms which seems odd to me since it was not like that when I was in school. The parents are not credentialed teachers and should not be giving lesson instructions. The principle seems to have a great understanding of children and their behaviors, but the younger teachers do not, and they should not be handed a classroom until proving that they are mature enough to handle the responsibility.
—Submitted by a parent
So far not impressed with the school or its staff. Haven't seen much offered at all for the lower grades, and they are most important. The early you teach a child the better off they are. If you are a parent that works full time don't expect a great big welcome from the staff or other parent helpers, they seem to snub you if you work. The school could also use a good cleaning.
—Submitted by a parent
We just started our 6 year at Del Cerro. For one of my children this was her 3rd school. I love the class size/school size. Having been at a larger elementary school and having the sense of 'getting lost' you wont find that here. The teachers are like family. Some grew up here and went to this school. That is important to us. I believe there is excellent parent participation. The PTA helps fund many art, science and music programs. Most classing have full PTA membership. This school is also classified as a GATE school. You can't go wrong there!
—Submitted by a parent
Del Cerro won the California Distinguished School Award two times ~ current one in 2004! The quality of academic programs are great. The upper grades have science lab; all grades have Art Masters and music classes. There are after school programs, chorus before school and a winning math team. The teachers and PTA asks for volunteers every year and parents help in the class rooms, with the PTA programs and with the enrichment programs. With GATE children and Special Ed kids there are a lot of choice families ~ because Del Cerro is a great school!
—Submitted by a parent
I attended this school from K-12 and after having kids I returned to review its continuing progress. I am very pleased with the staff as a whole. They are very willing to do what is needed for your child. They had a good special ed. program and mainstream program.After school programs are available on site as well as variety of electives for the kids.
—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.
82 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
82 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.
81 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
81 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.
77 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
77 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.
77 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
77 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
77 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.
88 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
88 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 | 70% |
| Females | 69% |
| Males | 70% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 16% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 83% |
| Students with disability | 18% |
| Students with no reported disability | 77% |
| English learner | 20% |
| Fluent-English proficient and English only | 81% |
| 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) | 69% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 36% |
| All Students | 73% |
| Females | 67% |
| Males | 79% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 32% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 84% |
| Students with disability | 36% |
| Students with no reported disability | 79% |
| English learner | 20% |
| 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 | n/a |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | 36% |
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 | 71% |
| Females | 71% |
| Males | 72% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | 53% |
| Fluent-English proficient and English only | 76% |
| 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) | 88% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 76% |
| Parent education - declined to state | 73% |
| All Students | 73% |
| Females | 69% |
| Males | 77% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | 40% |
| Fluent-English proficient and English only | 80% |
| 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) | 63% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 80% |
| 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 | 76% |
| Females | 79% |
| Males | 73% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | 42% |
| 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) | 62% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 64% |
| Males | 73% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 32% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | 26% |
| Fluent-English proficient and English only | 83% |
| 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) | 62% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 73% |
| 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 | 84% |
| Males | 78% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| 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 | 86% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | n/a |
| All Students | 71% |
| Females | 73% |
| Males | 70% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | n/a |
| Fluent-English proficient and English only | 76% |
| 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) | 50% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | n/a |
| All Students | 91% |
| Females | 89% |
| Males | 93% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| 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) | 90% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 90% |
| 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 | 79% |
| Females | 82% |
| Males | 77% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| 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) | 78% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 82% |
| Males | 82% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 84% |
| 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 | 100% |
| 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 | 83% |
| Parent education - graduate school/post graduate | 86% |
| 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
Asian
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 - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 59% | 28% | ||
| Hispanic or Latino | 20% | 49% | ||
| Asian | 10% | 8% | ||
| Multiple or No Response | 5% | 3% | ||
| African American | 3% | 7% | ||
| Filipino | 3% | 3% | ||
| 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 | 11% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 82% | 85% | ||
| Farsi (Persian) | 5% | 0% | ||
| Hindi | 4% | 0% | ||
| All other non-English languages | 2% | 1% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Korean | 2% | 1% | ||
| Mandarin (Putonghua) | 2% | 1% | ||
| Vietnamese | 2% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 24 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 14 | N/A | 11 |
| Average years teaching | 16 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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24382 Regina Street
Mission Viejo,
CA 92691
Phone: (949) 830-5430
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