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Teacher quality
Principal leadership
Parent involvement
Principal: AMAZING!! Teachers: AMAZING!! PTO: AMAZING!! Students: OUT OF THIS WORLD!!! We have been so fortunate to have such an awesome school! The PTO has done an amazing job of getting parents involved with fundraising and extra activities for the kids. I for one never had an issue with cliqueyness. I have never been turned away from volunteering my time and efforts for events. That's too bad other people felt that way. Without the PTO Ivey has it wouldn't be the school that it is. (I AM NOT AFFILIATED WITH THE PTO! :)) The teachers and there learning styles are AMAZING!! My daughter has been at Ivey since kinder and she has learned so much!! There is so much positive reinforcement for these kids. I think teachers expectations are very high for our kids and they know the only way they will be able to meet those expectations is by outstanding teaching. Truly amazing!! GO COYOTES!!!!
—Submitted by a parent
I love Ivey Ranch and feel so blessed to have my kids in school there. There is a lot of great moms and teachers who work together to make Ivey a great place for our kids to learn and have fun while doing it..I believe the PTO has done a great job for Ivey and have planned some really fun events in the past..I love our principal and we are so lucky to have him at Ivey. His engery is so contagious on campus and the kids love him.
—Submitted by a parent
I agree with the last review 100%. My son is above grade average in all areas and he was a little bored in class last year. I had to supplement his home education at home to keep him challenged. The PTO was VERY cliquey, I felt like I was back in high school. The good news is that parents are very involved at IR. My son's class was full of parent volunteers every day. The principal is very visible, visits the classrooms daily (hard to do in a school this large). I think the racial mix is perfect - there are kids of all colors here but the focus is strictly on English. We planned on moving to a better school district years ago but have been pleasantly surprised by IR. Just wish we had better options for middle and high school.
—Submitted by a parent
I love this school and it has been a blessing to have my son able to attend this school. The only issue we have found is the school's unwillingness/inability to provide a GATE program or alternative options for students who need to be more challenged. It seems to be a running problem and I am unsure how to fix it except to supplement at home. There will be a newly elected PTO in the fall of 2011, for which I am grateful for. The old PTO from the last 2 years has been very clique-ish and has detoured some great families from wanting to volunteer more. I am hoping the new PTO will allow for more events for students and opportunities for a wider range of volunteers. We also now have a new principal who has just been AMAZING to say least. He has changed the whole mood and environment of the staff and the students, which makes for a much better learning environment. I can't speak enough good things about him.
—Submitted by a parent
This school is awesome! My child has been in this school since Kindergarten and the teachers have remained positive and dedicated to teach the children, despite all of the budget cutbacks. Ivey Ranch was our first and only choice for public school for our children in Oceanside, CA. GO COYOTES!
—Submitted by a parent
I can't say enough about Ivey Ranch Elementary! My son started Kindergarten in mid year and was accepted with open arms. The prinicpal introducted himself to him and even checked up on him after his first day. The teachers are so incredibly enthuastic! The kids are great and best of all... my son is HAPPY! I am so greatful that we live in this community. Hats off to a job well done! FIRST TO 900!
—Submitted by a parent
Ivey Ranch Elementary is an awesome school. The parents are involved and my son loves his teachers.
—Submitted by a parent
Ivey Ranch has an awesome PTO that get the parents involved with their children and the school. It would be great if they were awarded the money to upgrade their playgrounds!
—Submitted by a parent
Truly an amazing public school. It is no wonder that parents moving to the area, seek out homes in Ivey's boundaries. Having had a child in another OUSD school, I can attest to the powerful difference that being a student at this school makes. Happy, well educated children in an environment of focus, care and dedication combined with active parental involvement. I love that there is a school uniform & that nearly 100% of parents support this (it is optional, of course). We've been there for 1st, 2nd, 3rd & now 4th. Ivey is the best elementary school in the OUSD. Just ask around. Parents line up to get their children in!
—Submitted by a parent
My granddaughter is so happy and loves going to school everyday. Ths is her first year there and she is so interested and loves to learn.
—Submitted by a parent
I believe the teachers and the staff are very genuine with the children and enjoy helping them to grow. Its hard to find teachers that really enjoy helping the children and love to watch them grow!
—Submitted by a parent
Ivey Ranch and their staff are caring, hardworking, sincere and wonderful. They strive everyday to make sure their kids are healthy, happy and give their all. Thank you to all the staff for 6 years of greatness.
—Submitted by a parent
My granddaughter has been going to Ivey Ranch for several years now. I enjoy hearing my granddaughters stories about what she has learned throughout the day and what is to come. All of the teachers go above and beyond to make sure each child excels. Thank you for giving my granddaughter an excellent education while allowing her to enjoy school.
My daughter has attended Ivey Ranch for the last four years. I love the dedication the teachers, staff, and principal have for our children. I feel completely safe with the school and how they deal with situations that may arise. I enjoy all of the family activities and fundraiser nights. GO COYOTES!!!!
—Submitted by a parent
Ivey Ranch is a great school for our son. The teachers and staff are committed to excellence.
—Submitted by a parent
I can't explain how much I appreciate all of the teachers, staff, and the pricipal at Ivey Ranch. My daughter loves going to school everyday and enjoys changing classes for different subjects. The school definitely encourages children to excel in every subject. We love Ivey Ranch!!!
—Submitted by a parent
Not only do we have the best teachers around, we have a beautiful campus and dedicated volunteers. The YMCA before and after care program is outstanding as well. We have watched our child blossom and she looks forward to going to school every day. We are truly lucky to have such a wonderful school in our neighborhood.
—Submitted by a parent
My granddaughter attends Ivey Ranch and loves it. I enjoy going to all of the school functions and seeing all of the parent participation. The teachers are wonderful.
Ivey Ranch is an incredible school with caring and supportive teachers and staff. The PTO works really hard to make sure our kids get everything they possible can out of Ivey Ranch. I love going to the fundraisers and seeing other families meeting and talking about how wonderful Ivey Ranch is. Thanks Ivey Ranch for being an outstanding school.
—Submitted by a parent
My children have had amazing experiences being a part of this school! The school is very good about keeping the parents informed of upcoming events. The teachers have made my kids truly enjoy going to school. They actually look forward to going every day. My 8 year old is actually writting a bok about what a difference his teacher has been making for him. I have seen remarkable changes in their reading, writting, math and science knowledge. The principle is involved with the the teachers and the students. 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.
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.
140 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
140 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.
135 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
136 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.
123 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
126 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
142 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
142 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
142 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 73% |
| Females | 72% |
| Males | 73% |
| 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 |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 80% |
| Males | 82% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| 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 | 91% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 96% |
| 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 | 65% |
| Females | 74% |
| Males | 57% |
| 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 |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 72% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | n/a |
| Fluent-English proficient and English only | 67% |
| 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) | 57% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 76% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 83% |
| Males | 85% |
| 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) | 91% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| 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 | 83% |
| 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 | 83% |
| Females | 89% |
| Males | 78% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 87% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 76% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 88% |
| Females | 86% |
| Males | 90% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 86% |
| Parent education - some college (includes AA degree) | 88% |
| Parent education - college graduate | 89% |
| 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 | 82% |
| Females | 87% |
| Males | 76% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 90% |
| Students with disability | 50% |
| Students with no reported disability | 85% |
| English learner | n/a |
| 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 | 82% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 90% |
| Males | 78% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 90% |
| Students with disability | 75% |
| Students with no reported disability | 85% |
| 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 | 82% |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 76% |
| Males | 75% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 86% |
| Students with disability | 58% |
| Students with no reported disability | 77% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 90% |
| 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
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
Fluent-English proficient and English only
Gifted and talented
Parent education - high school graduate
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 | 48% | 27% | ||
| Hispanic | 28% | 51% | ||
| Asian | 12% | 11% | ||
| Black | 7% | 7% | ||
| Hawaiian Native/Pacific Islander | 3% | 1% | ||
| Two or more races | 2% | 3% | ||
| American Indian/Alaska Native | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 30% | N/A | 54% |
| English language learners 2 | 8% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 86% | 85% | ||
| All other non-English languages | 4% | 1% | ||
| Farsi (Persian) | 3% | 0% | ||
| Filipino (Pilipino or Tagalog) | 3% | 1% | ||
| Vietnamese | 3% | 2% | ||
| Japanese | 1% | 0% | ||
| Polish | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 20 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 13 | N/A | 11 |
| Average years teaching | 15 | 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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4275 Via Rancho Road
Oceanside,
CA 92057
Website: Click here
Phone: (760) 967-9720
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