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Teacher quality
Principal leadership
Parent involvement
I did not find my child's 1st grade teacher to be effective. The classroom lacked management so the noise level was high causing a less then desirable learning environment. Add to this, this 'burnt out' teacher said very inappropriate things, one example: she discussed which students were being retained with the class. Now we are in 2nd grade, and I feel we will have the same experience--another mediocre teacher who should retire, lacking the ability to manage effectively and create an optimal learning environment. I appreciate the PTA and parent involvement here and I chose this school because I had heard great things about it, but with the teachers, it's really 'hit or miss'. They do have great teachers here, so I've heard, but I have yet to exeperience them first hand. My bad luck.
—Submitted by a parent
I love the parent & PTA direct involvement. The programs really enrich the students creativity. The school has a wonderful Autism specific program on site & they are my HEROS. Students take great ownership of the school & participate in enriching other kids lives like PEER Buddies (These kids ROCK). Montevideo is simply AMAZING
—Submitted by a parent
The teachers, staff, PTA and parents truly have the best interests of the students in mind and heart. They all work together to keep the school running smoothly and all students needs met.
—Submitted by a parent
This is our third year here and I am so pleased. The community of parents are genuinely invested in the school's programs, and the new principal, who has now on his second year, is approachable and very dedicated. Being a teacher myself, I am so pleased with Montevideo's small school feel. The students matter and can feel safe and confident in their surroundings. I feel blessed to have found such a nice school!
—Submitted by a parent
Two of my children have attended Montevideo, in all I've been a part of this school for the last 8 years. I am grateful for the wonderful teachers that dedicate their time and much more to ensure that our children receive a top quality education. Certainly I believe that in the case of our Principal, there could be some improvement to his approachability and receptiveness to ensure that children are in a safe environment that promotes learning based on individual needs. The teachers, parents and children make the school the best that it can be! Our community is lucky to have such a great school in Mission Viejo!
—Submitted by a parent
The principal may be visible around the school, but that doesn't mean he's doing his job well. The teachers are afraid to approach him with any concerns, scheduling a meeting with him is nearly impossible due to the unfriendly and unhelpful front desk staff, and he smirks at parents! My children are receiving a decent education, but I don't feel there is anything particularly outstanding about this school, other than the amount of parent involvement.
—Submitted by a parent
Since there hasn't been a review in a while, I thought I should write one. We have a new principal this year and he is fabulous! He's visible around school all day every day and knows the children by name. He has made this year at Montevideo even better than the previous three. I have a 1st and 3rd grader and they love school! It is a welcoming environment and the school is enhanced by a strong and committed PTA and parent volunteer base. My children feel safe and loved at school and look forward to going! I couldn't be happier!
—Submitted by a parent
This is our 3rd. year at Montevideo and so far it's been okay. We had a great 1st year, the teacher was so nice and great with my son. This year so far so good. This teacher is very nice and treats everyone with respect and has been very good to my child. All in all I I do like the school and the programs are great. If you volunteer your treated better then the rest, it's unfair for the parents who can't. I do wish that would change.
—Submitted by a parent
This is our third year at Montevideo and we couldn't be happier. Both my children now attend (K and 2nd) and are excited to go to school. Not only are the teachers motivated to teach and to make learning exciting but they make the time to know everyone and offer that welcoming smile around the school. The parent involvement in Huge! You would be hard pressed not to find at least one helper per class during some part of the day. Montevideo's PTA works very hard to provide free family geared events every month and raise much needed money for our school due to district budget cuts. Our PTA has provided Meet the Masters, a Science Lab and a lunch time activity called 'Half Time Happenings'. I love this school and so do my kids! Montevideo Mountaineers - We Rock!
—Submitted by a parent
I am the Mother of 2 bright children at this school.The Principal has not been available for me on many occassions.I try to help out in classes as much as possible, but I do work outside the home.Parents do volunteer. But what goes on in the classrooms -should stay in the classroom. Not discussed at the pick up,crosswalk,park,nearby grocery store, etc.Concerns have been brought up to the office with no results accomplished thus far. So I believe we as Parents-volunteers should be required to sign a waiver of confidentiality to ensure that while volunteering, the children's class scores, struggles,achievements,discipline problems are kept private. Maybe it would put a stop to this. Also, we as parents/volunteers should be limited in what we do to help the teacher's & students in the classrooms. No testing of the students. We are not the teachers. I know this is done in many classes.
—Submitted by a parent
We've been apart of Montevideo now, for 4 years. I am so impressed w/the teachers, and the principal. The PTA has some strong parents who devote endless hours to make our school a better place for our children. We have new programs, science, meet the masters, music, etc that benefits all our children. I'm proud my children are apart of such a wonderful school.
—Submitted by a parent
This is our daughter's 3rd year at Montevideo, and so far, it has been a positive experience for our entire family. As other parents have stated, the school is in desperate need of upgrading, but construction is underway this year and the changes that have been announced look great. We have found the principal to be extremely helpful, but you do have to approach him. Every concern we have brought to his attention has been addressed and corrected. We have had two very good teachers and one mediocre. Not too bad, for a public school. Academics are definitely stressed. Test scores are good. Parent involvement is extremely high. On any given day, the number of parents outnumber the staff of the school! One negative: the parents can be very superficial and catty, but that's not surprising, as this is Orange County. All in all, a great school!
—Submitted by a parent
This is our sons 3rd year at Montevideo, his 3rd year without complaints. The teachers are caring and the campus is safe and secure for the kids.
—Submitted by a parent
I am not impressed with this school at all. Unfortunately, the school is dated and run down and that's just what you see on the outside. On the inside you'll find a multi-purpose room that serves many purposes such as a multi-media room/library/assembly area. Next to the multi-purpose room resides the 'Queen' aka the office manager who is the rudest woman I have ever met and should not be working anywhere around children. The teachers at this school are the only redeeming quality but unfortunately, there a lot of undesirable teachers who have been teaching for 25+ years that the school can't retire. Overall, this school gets a BIG thumbs down!
—Submitted by a parent
My daughter is a kindergarten student at Montevideo this year and I have been favorably impressed with the school. The curriculum is much more demanding than it was when I was in kindergarten and that, combined with the short attention span typical for children this age, makes the teacher s job especially challenging. However, my daughter s teacher does an excellent job of keeping the childrens minds engaged.(I do believe this school, like all other public schools in the state, could really use a bigger budget. That matter also requires parental involvement in the form of voting for budget initiatives.)
—Submitted by a parent
After only being a Montevideo parent for 3 months, I am not highly impressed. The school lacks in communication with the parents, which is a key component to making a school successful. Fliers and notices regarding special events go home too late to sign up for acitvities or after they have already happened. Teachers should not be sharing contracts at the kindergarten level either. There is too much confusion for the children, especially when there is no consistency with the teachers. One kindergarten teacher, whom I will not mention, can not even manage to pick up her students on time. I think this is very unprofessional and sets a bad example for the students. During back to school night when asked how the students would be challenged or if the curriculum would be modified for higher achieving students, the teacher practically laughed at my question and replied that the curriculum wouldn't be modified but they would be challenged. If the education the high and low students are receiving is the same, how can the higher students really be cahllenged? In summary, I will wait out this year and challenge my child on my own, hoping for a better year in first grade.
—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.
71 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
71 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.
72 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
72 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.
69 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
71 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.
66 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
66 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
66 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.
66 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
66 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 | 59% |
| Females | 48% |
| Males | 68% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | n/a |
| Fluent-English proficient and English only | 63% |
| 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) | 53% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 47% |
| Parent education - declined to state | n/a |
| All Students | 71% |
| Females | 61% |
| Males | 82% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | n/a |
| Fluent-English proficient and English only | 75% |
| 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) | 73% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 65% |
| 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 | 63% |
| Females | 54% |
| Males | 70% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | 46% |
| Fluent-English proficient and English only | 66% |
| 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) | 41% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 67% |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 71% |
| Males | 84% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | 77% |
| Fluent-English proficient and English only | 78% |
| 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) | 76% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 80% |
| 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 | 74% |
| Males | 85% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | n/a |
| 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 | n/a |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 77% |
| Males | 72% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 73% |
| 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 | 74% |
| Females | 76% |
| Males | 73% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 75% |
| 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) | 46% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 66% |
| Males | 70% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 73% |
| 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) | 54% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 69% |
| Males | 86% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 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) | 69% |
| Parent education - college graduate | 81% |
| 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 | 79% |
| Females | 85% |
| Males | 72% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | n/a |
| All Students | 71% |
| Females | 74% |
| Males | 69% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 75% |
| 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) | 65% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 80% |
| 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 no reported disability
English learner
Fluent-English proficient and English only
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 | 63% | 28% | ||
| Hispanic or Latino | 21% | 49% | ||
| Asian | 6% | 8% | ||
| Multiple or No Response | 5% | 3% | ||
| Filipino | 3% | 3% | ||
| African American | 1% | 7% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 11% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 13% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 72% | 85% | ||
| Filipino (Pilipino or Tagalog) | 9% | 1% | ||
| All other non-English languages | 5% | 1% | ||
| Arabic | 2% | 1% | ||
| Farsi (Persian) | 2% | 0% | ||
| Gujarati | 2% | 0% | ||
| Hindi | 2% | 0% | ||
| Indonesian | 2% | 0% | ||
| Japanese | 2% | 0% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 2% | 0% | ||
| Ukrainian | 2% | 0% | ||
| Vietnamese | 2% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 20 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 16 | N/A | 11 |
| Average years teaching | 18 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 89% | N/A | 96% |
| Emergency credential or waiver | 7% | N/A | 2% |
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24071 Carrillo Drive
Mission Viejo,
CA 92691
Website: Click here
Phone: (949) 586-8050
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