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GreatSchools Rating

Sycamore Canyon School

Public | K-8 | 1460 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 4 ratings
2012:
Based on 9 ratings
2011:
Based on 9 ratings

Teacher quality

Principal leadership

Parent involvement

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40 reviews of this school


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Posted September 19, 2014

Both of my children attend this school. They love the enthusiasm from the teachers and volunteers. They are doing well academically and are receive the nurturing I would expect from a distinguished school.
—Submitted by a parent


Posted October 1, 2013

Sycamore Canyon is a better than average school but not quite my "ideal" school. The majority of the teachers my child has had in the past were wonderful and caring and maintained parent communication throughout the year (not so much in grades 4 and 5). The bullying that goes on in the middle school is a problem that must be addressed by the adminstration. It does exist but is completely ignored by the staff. School to parent communication is mediocre at best - mostly relying on telephone messages or verbal student messages. I don't want to spend my family time on the computer on the school website after being on a computer all day at work. I miss the paper messages. My child maintains all A's and B's through her hard work at home and her good teachers. All in all, I like the school and am glad to be a part of the Sycamore family.
—Submitted by a parent


Posted September 24, 2013

This is a good school because of the neighborhood - most parents hold advanced degrees and pay close attention to the education of their kids. There are very dedicated teachers - every day we see some teachers walking out when we pick up kids from Childcare after 5:30PM. But also some teachers could not remember students names after a whole school year (my kid had a teacher like that before). From my own experience, the previous principal was responsive to parents concerns and I felt he cares about the students. I do not see that from the current principal - he listens to you with a pre-determined decision so it is a waste of time. It is very frustrated but understandable - in the end it is OUR 24 hour job as a parent but only his 8 hour day job, why bother. Overall I am dissappointed about the school's leadership. This is virtually one elementary school and one middle school, maybe too big for one principal to handle.
—Submitted by a parent


Posted September 5, 2013

Beginning the 6th year at Sycamore and I feel lucky to have this school in my neighborhood. It is a great facility, with strong teachers who deliver results both in API scores and with individual students. I find it easy to get involved in the classroom, as the art parent, and overall. The after school enrichment is plentiful and the on-site after school child care is so good that my son is delighted to go. I agree that the parent/teacher/administration communication could be better but that is a two way street. I have found everyone to be very responsive to my questions and concerns, you just have to speak up. The opportunities for improvement: 1. Add a more extensive/inclusive GATE program 2. Stop adding trailer style classrooms to the campus 3. Prioritize parent communication & requests feedback - especially when breaking new ground (example - I found out my son would have a "team" of 2 teachers that would trade off on different days of the week at back to school night, weeks after school started and though it was an "experiment" I was not asked once the entire year for my comments on how it was working. This was a big miss on the part of the teachers/administration.)
—Submitted by a parent


Posted February 2, 2013

I have to disagree with some of these reviews. Parents are involved when it comes to volunteering in the classroom, but attend a PTA meeting and you will see five parents there, at most. The same parents help with every PTA function and it's often difficult to find enough parents to help run events. The parents are expected to do a lot of work with their children outside of the classroom and homework and testing are excessive. High test scores are, in large part, due to the amount of support parents give their children at home. The teachers are definitely hit or miss; there are some amazing teachers who truly love their jobs and there are others that are merely mediocre. The new principal has a lot of potential and I am hoping that he brings great change to the school.
—Submitted by a parent


Posted December 17, 2012

The pocketbook can't BUY high testing scores. Those scores don't just fall out of the sky. The students of Sycamore are producing those scores through hard work and because they are learning everyday at this school. I have worked in some of the schools throughout the district and I am always surprised at the narrow path of learning opportunities given at those schools compared to the wide array of learning opportunities for the students at Sycamore Canyon School. My children LOVE Sycamore and I know they are getting a great education.
—Submitted by a parent


Posted August 23, 2012

I never worry who will be their teacher. My children are challenged, have fun and the communication is always open. My daughter was not enjoying recess and her teacher spent the whole recess, observing to get to the bottom of it....she wanted to be inside writing stories and they made that possible. They care about each child as an individual!
—Submitted by a parent


Posted August 19, 2012

The school is terrible, the teachers are mean, and most students are bullied. My 7th grader chose 2 elective (tech and choir) and was bullied because she was 'geeky' and 'boring.' I thought that this school had a smarter, wiser group of students who wouldn't discriminate or bully. But I was wrong. The school advertises the exact opposite of what it is. And lastly, I rated teacher quality and principal leadership 1 star, only because there was no 0 stars.
—Submitted by a parent


Posted July 3, 2012

We have been at Sycamore Canyon for K-2nd grade. We have not experienced any problems with teachers or staff. On the contrary, teachers have been excellent and the caring staff is above all others. My child enjoys going to school every day and the academics are the best around. I am taken back by the 2011 parents that have left bad feedback about this school...I can only guess that they are the "school-choice" parents who don't live in our DVR community. This is an amazing school with amazing teachers and super involved parents!
—Submitted by a parent


Posted June 1, 2012

Notice how all the reviews are extremely positive or negative? Please don't dismiss that other peoples' reviews are valid and based on inexcusably bad experiences with uncaring teachers, & a principal who turns against anyone who questions the school. Everyone deserves equal opportunities to have a good teacher, unfortunately that's not feasible at this school. It's a step in the right direction that the current principal and dean are leaving Sycamore as of June 2012. I hope the incoming faculty realize the poor judgement of their predecessors, and work to make this school a supportive and positive experience for all the families of this community.
—Submitted by a parent


Posted May 26, 2012

I am grateful to have had Dr. Sand as the principal at Sycamore Canyon, as I really felt that he cared for the children, the school, and the programs they offered. I also feel the same way about my daughter's teacher..She has the same type of caring and nurturing that goes into teaching the children. She's given my child more opportunities to fully utilize her abilities. I have seen my child learn so much within the year, not only from the daily homework assignments, but also the things that she would say or talk about that went on during the classroom. The staff here are also very helpful. It's been a wonderful kindergarten experience for my child, and beyond our expectations!
—Submitted by a parent


Posted April 18, 2012

Parents, please take the reviews seriously. I know everyone wants to go to a brand new, clean school but please do not judge a book by its cover. It is true beautiful school in a beautiful neighborhood but that is all. Teachers just care about high scores. Children are a product here a commodity. They are not valued or treasured. Talent is not developed here. Love of learning is not developed here. Kindness is most certainly not developed here. Sycamore Canyon earns the high test scores on the backs of the students and the pocketbook of the parents. Any of the other NP schools will produce a happier and smarter child.
—Submitted by a parent


Posted March 23, 2012

Horrible experience at this school. Principal is an egotistical elitist, sweeps parents' problems under the rug & feels the school is perfect based on API scores. Principal brags, Sycamore is the best private school at a public price & "meets needs of gifted students"- we found both to be untrue. Principal and dean have serious power issues. Cronyism runs deep between the principal & CVUSD, so good luck getting anyone to acknowledge problems at a higher level. Principal says all his teachers are excellent, and it is just not true (ask parents). If you get a great teacher & your child isn't bullied, I can see how the school might work for some. I agree with the prior post that "a dose of humility" is long coming. If you have issues with this school, do your child (& others) a service & at least email CVUSD's superintendent. Maybe finally some changes will take place at this school if enough people are not scared to speak up. If this school fails to treat you and your child with decency, move on. There are a growing number of families in DVR who have found private schools to offer better academics, social environments & teachers who can be fired (without union threats).
—Submitted by a parent


Posted February 11, 2012

Would score it higher but the administrative staff is weak kneed when it comes to providing a safe learning environment that is free of bullying, including bullying by parent volunteers and the occasional teacher. I've had either amazing teachers for my children, or one I would never let teach my children if I had a choice. They scorn those with learning disabilities and fail to perform as required. I think they could benefit from a healthy dose of humility. The neighborhood is affluent but who cares?
—Submitted by a parent


Posted November 21, 2011

While the school caters to the majority average, there are opportunities for students who want to challenge themselves. There are programs such as Odyssey of the Mind, Math Counts, Reflections, Science Fairs & Competition, etc. I am so happy that the principal, teachers and parent volunteers actively support and seek out these types of programs. The Middle School environment is excellent. High performing kids are differentiated with the Honors programs, giving them a chance to develop high academic calibre. My daughter is now a freshman in High School, and she continues to excel academically. I attribute that to the quality of the Sycamore Middle School and the rigor she went through for 3 years. I cannot thank the school enough for giving my child a challenging and enriching school experience!
—Submitted by a parent


Posted November 20, 2011

It is a fine school for a perfect child. If there are any struggles at all your child is stepped over like road kill. They have no time to slow down and help. The administration is oblivious to an enormous bullying problem. Some teachers are very good and others are very bad. It is a pretty new school and has some nice features but if I had it to do over again I would have picked a different school.
—Submitted by a parent


Posted September 23, 2011

Excellent teachers, attentive staff, lots of volunteers, beautiful facilities, and councelors that really care about the kids. Not sure why all the negative reviews. It is a competitive academic environment but they offer numerous opportunities to the students who need some extra help. Have an 8th grader, 4th grader and one in K. The K has 21 kids, 2 full time certified teachers, and 2 parent aids each day. I feel so fortunate because my student does need the extra instruction. I don't think reducing the curriculum to suit the needs of a small percentage of the students that can't keep up is the way to go. Like any public school, it is hard to meet the varied needs of the population. It must be so much easier for teachers in private schools where the kids are of a similar academic level.
—Submitted by a parent


Posted September 2, 2011

I give this school 5 stars because I compare it to other schools I have gone to in Bell Gardens & Lakewood, CA where Academics standards were not that high....and I see what my kids do and it way better than what I was expected to do. Also, knowing that our kids will have to compete in a new Global enviornment, one filled with kids that are edcuated in China, India, Japan, etc, where academic standards and expectations are very high, we need to get our kids prepared for the competition and it starts in Elementary. If we can get them used to higher level of standards and expectatiions, I feel like they will be ready for the competition when we send them off to Universities and eventually the workplace. Finally, I say to the teacheres, bring on the homework...more the better.
—Submitted by a parent


Posted August 22, 2011

Ditto! The previous review was right on the money..excuse the pun. My 2 daughters scored "Advanced" in STAR testing, were blessed with good teachers and achieved high marks all year. But this means little to a school system that caters to the "Average" and those who write the large donation checks. As a class volunteer (a must, this allows one to know 1st hand what is happening in the class room) I saw teachers sacrifice valuable lesson content for interruptions of indiscipline students that distract and rob others of quality learning. There are exceptional students at this school, they just go unnoticed and misunderstood while problem students get their attention and time. There are many rules & regulations . At these tender ages school should be fun & enjoyable, not a burden. My 2nd Grader dreaded Sunday night knowing school & homework were the next day. Heck! I did not have these feelings until Grad School. We leave S.Cal next summer. I can hardly wait. 2 yrs in this school is plenty! My advice to New Enrollees... Remember you are the Parent, Not the school. My advice to Administrators seeking Ratings... It is Elementary School! Not Grad, Law or Medical School.
—Submitted by a parent


Posted August 9, 2011

Great teachers, excellent parents participation.... clean buildings, and love the diversity... It is a little competitive surrounding, but still it is a good motivation for the kids. I love this school.
—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.

About these ratings

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 test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

950

Change from
2012 to 2013

-1

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

5 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2013

This school's
API score

950

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

-1

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

10 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

5 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 56% in 2013.

163 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
88%

2011

 
 
86%

2010

 
 
84%
Math

The state average for Math was 65% in 2013.

163 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
84%

2011

 
 
85%

2010

 
 
87%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

155 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
84%

2011

 
 
78%

2010

 
 
81%
Math

The state average for Math was 66% in 2013.

156 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
85%

2011

 
 
82%

2010

 
 
86%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

164 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
91%

2011

 
 
92%

2010

 
 
96%
Math

The state average for Math was 72% in 2013.

163 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
88%

2011

 
 
88%

2010

 
 
91%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

182 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
93%

2011

 
 
92%

2010

 
 
88%
Math

The state average for Math was 65% in 2013.

182 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
89%

2011

 
 
83%

2010

 
 
84%
Science

The state average for Science was 57% in 2013.

181 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
94%

2011

 
 
93%

2010

 
 
88%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

175 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
90%

2011

 
 
86%

2010

 
 
87%
Math

The state average for Math was 55% in 2013.

175 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
88%

2011

 
 
84%

2010

 
 
79%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 86% in 2013.

29 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 60% in 2013.

174 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
93%

2011

 
 
89%

2010

 
 
93%
Math

The state average for Math was 52% in 2013.

145 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
88%

2011

 
 
82%

2010

 
 
90%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 50% in 2013.

122 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
81%

2011

 
 
92%

2010

 
 
98%
English Language Arts

The state average for English Language Arts was 57% in 2013.

169 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
90%

2011

 
 
93%

2010

 
 
87%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

31 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
60%

2011

 
 
75%

2010

 
 
73%
Geometry

The state average for Geometry was 85% in 2013.

16 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%

2011

 
 
n/a

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

169 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
92%

2011

 
 
91%

2010

 
 
90%
Science

The state average for Science was 67% in 2013.

169 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
96%

2011

 
 
95%

2010

 
 
95%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students84%
Females85%
Males82%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantagedn/a
Not economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)55%
Parent education - college graduate83%
Parent education - graduate school/post graduate89%
Parent education - declined to state76%

Math

All Students85%
Females83%
Males88%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantagedn/a
Not economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)82%
Parent education - college graduate81%
Parent education - graduate school/post graduate89%
Parent education - declined to state82%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students82%
Females95%
Males68%
African Americann/a
Asian85%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantagedn/a
Not economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate79%
Parent education - graduate school/post graduate81%
Parent education - declined to state84%

Math

All Students90%
Females94%
Males87%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantagedn/a
Not economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate85%
Parent education - graduate school/post graduate90%
Parent education - declined to state95%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students90%
Females89%
Males90%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantagedn/a
Not economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate89%
Parent education - graduate school/post graduate94%
Parent education - declined to state86%

Math

All Students87%
Females86%
Males88%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantagedn/a
Not economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate86%
Parent education - graduate school/post graduate91%
Parent education - declined to state86%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students94%
Females94%
Males93%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantagedn/a
Not economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only94%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate90%
Parent education - graduate school/post graduate96%
Parent education - declined to state97%

Math

All Students92%
Females91%
Males94%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantagedn/a
Not economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate88%
Parent education - graduate school/post graduate96%
Parent education - declined to state93%

Science

All Students93%
Females91%
Males95%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantagedn/a
Not economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate93%
Parent education - graduate school/post graduate94%
Parent education - declined to state96%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students94%
Females91%
Males98%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantagedn/a
Not economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate91%
Parent education - graduate school/post graduate99%
Parent education - declined to state94%

Math

All Students90%
Females83%
Males95%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantagedn/a
Not economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate82%
Parent education - graduate school/post graduate96%
Parent education - declined to state87%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students100%
Females100%
Males100%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduate100%
Parent education - declined to state100%

English Language Arts

All Students94%
Females97%
Males93%
African Americann/a
Asian98%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantagedn/a
Not economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate96%
Parent education - graduate school/post graduate100%
Parent education - declined to state93%

Math

All Students92%
Females94%
Males90%
African Americann/a
Asian89%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantagedn/a
Not economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate100%
Parent education - graduate school/post graduate97%
Parent education - declined to state89%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students91%
Females93%
Males90%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantagedn/a
Not economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate95%
Parent education - graduate school/post graduate91%
Parent education - declined to state89%

English Language Arts

All Students90%
Females92%
Males88%
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantagedn/a
Not economically disadvantaged89%
Students with disability55%
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate92%
Parent education - graduate school/post graduate93%
Parent education - declined to state86%

General Mathematics (Grades 6 & 7 Standards)

All Students61%
Females69%
Males53%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantagedn/a
Not economically disadvantaged63%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state60%

Geometry

All Students100%
Femalesn/a
Males100%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students86%
Females82%
Males90%
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantagedn/a
Not economically disadvantaged86%
Students with disability55%
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate88%
Parent education - graduate school/post graduate89%
Parent education - declined to state84%

Science

All Students93%
Females93%
Males93%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantagedn/a
Not economically disadvantaged93%
Students with disability64%
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate88%
Parent education - graduate school/post graduate98%
Parent education - declined to state92%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
White 69%
Asian 20%
Hispanic 5%
Two or more races 3%
Black 1%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 2%N/AN/A
English language learners 4%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab
School leaders can update this information here.

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School basics

School Leader's name
  • Josh Eby
Fax number
  • (805) 498-0385

Resources

School facilities
  • Computer lab
School leaders can update this information here.

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4601 Via Rio
Newbury Park, CA 91320
Phone: (805) 498-1573

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