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GreatSchools Rating

Cambridge Elementary School

Public | K-6

 

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Living in Orange

Situated in an inner city neighborhood. The median home value is $430,800. The average monthly rent for a 2 bedroom apartment is $1,590.

Source: Sperling's Best Places
 
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 1 rating
2012:
No new ratings
2011:
Based on 3 ratings

Teacher quality

Principal leadership

Parent involvement

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18 reviews of this school


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Posted February 7, 2014

My daughter is in second grade In this school! From La Veta, this school has great teachers and its incomparable to what we had experience in La Veta. Education starts at home and continues in school! And it's in this school where you can find a true loving and supportive teachers. They take each kid as a unique individual and supports them all the way through! They have great IEP program and Ms Tran is awesome! Yes it needs more parent involvement but the educational activities they do organize for the kids are just so many and fun! The Pricipal, Mr. Mortensen is so approachable! Greay scool staff always there to help! Fliers come both Spanish and English which does not bother me at all! Love to see some of the non-English speaking parents who tries their best to attend and be there for their kids!
—Submitted by a parent


Posted January 18, 2013

After sending my kids to Private school then to Villa Park (because its so great), we are excited to give Cambridge a try. We have spoken to community members, teachers from other schools as well a parents and we think Cambridge will be a great choice. We believe it all comes down to parent involvement. As for now, the staff seems great.
—Submitted by a parent


Posted May 19, 2011

I find it so interesting that one school could have such high and then such low ratings. My experience at the school has been wonderful. Of course the school isn't perfect, but every concern I have brought up with teachers and/or administrators have been taken seriously and addressed in a timely manner. I have never felt like the school caters to non-english speakers. All important papers are sent home in both spanish and english but doing what it takes to help all parents get involved in their child's education does not bother me one bit. And for what it's worth, I've NEVER seen anything come home just in spanish. Where this school is lacking is in parent involvement. But you can't blame the school for that. I think the families who are the happiest at Cambridge are those who roll up their sleeves and decide to get involved, making the school a better place for all the kids and helping solve problems with the public education system instead of waiting for someone else to do it.
—Submitted by a parent


Posted May 13, 2011

Not pleased at all. It seems that they cater more to children who can't speak English and do not offer any REAL help to the ones who ask for it. My children attended this school and there is a handful of good teachers but majority need to retire or find a more suitable career. There is no room for creativity or exploration here. If your child has passion or a creative mind beware.....Dream killers. It is unfortunate that the teachers who do make a difference are not recognized. I feel there is a lot of lazy staff here that are just there for a paycheck. This is not a school I would recommend. It is truly not a place for a young mind.
—Submitted by a parent


Posted April 1, 2011

Excellent teachers, we are very happy to have our son attend Cambridge. Wonderful community. Needs more parents to step up and help support this school and voice their suggestions to the administrators.


Posted August 25, 2009

We moved to Old Towne Orange two years ago, and while we love the area, the awful school is the reason we are moving back to North Tustin. Our children's teachers have been fine, but clearly overworked. All communications are in both Spanish and English. When you go to Back to School Night, you sit and listen to one line of English, then the translation in Spanish. I have no problem with presentations in Spanish - but don't make me sit through them. The same goes for newsletters, etc. I can't tell you how many times only the Spanish version of some important paper was sent home. Parent participation is extremely low. The first Back to School Night we attended, we were the ONLY ones in my son's class, and only one of 8 parents for our daughter. Education is not a priority - the students face too many outside challenges.
—Submitted by a parent


Posted June 27, 2008

Even though no one in our immediate neighborhood attends this school, we decided we wanted to give our local school a chance. We have been nothing but pleased at the education our daughter has received there. The teachers are amazing, the staff is approachable and it is full of parents who really care about their children and still believe in the public school system. It is a great school to be a part of. Be wary of all the rhetoric about public schools. Visit Cambridge and then decide for yourself.
—Submitted by a parent


Posted November 7, 2007

My son graduated from 6th grade last year. He was at Cambridge since kindergarten. He is very well rounded and has excelled in everything. One of his teacher's even went out of her way to go to his football games on Saturday's. He visit's her frequently and she has helped him become a great kid!!
—Submitted by a parent


Posted April 29, 2006

Having taught at this school, I would recommend it to all parents. Within each grade level I have worked with dedicated, creative and kind educators. The students thrive in the inviting and academically rigorous environment. The principal has high expectations and goals for all. This creates a school culture motivated to achieve great things while being a positive influence in the lives of children. It's a great school!
—Submitted by a teacher


Posted February 22, 2006

Very nice school. Great programs. My son learned a lot at this school. His assignments were challenging and he stuck to it.
—Submitted by a parent


Posted August 19, 2005

Cambridge is truly a 'hometown' school. My children, husband and I feel so comfortable and at ease with the staff, children and other parents. They all seem to really care for and are attentive to all the needs of every child.I know I can send my children to school in a safe, well-rounded, culturally diverse atmosphere and all just around the corner in Old Town Orange.
—Submitted by a parent


Posted July 6, 2005

This has been the best SDC 1-3 class that I have seen in Orange Unified!The staff is extremely qualified in helping the children to learn and excel in all areas possible.
—Submitted by a parent


Posted January 12, 2005

The teachers are friendly and are knowledgable of curriculum. The programs used are up to date and are effective. Student behavior and dicipline is outstanding.
—Submitted by a teacher


Posted September 9, 2003

I have two children attending Cambridge right now and my oldest daughter who is now 17 attended Cambridge as well. My overall impression of this school is that the involvement between the school administrators and parents in helping students receive quality education goes beyond words. I have heard several negative comments about this school, but I think that those comments are prejudice and not factual. I am proud that all 3 of my children have been/are students at Cambridge and no matter what anybody says I will always have a positive perspective of this school.
—Submitted by a parent


Posted August 11, 2003

This is a pretty good school. The overall test scores on this site doesn't serve this school justice. My son was sent here from another school for problems that he had with a bully. At the previous school his grades were on a decline. We were constantly being called by his teacher or Vice-Principal for his behavior. At Cambridge, we noticed a major improvement in his behavior within just a few weeks. He loves going to school again and is at the top of his class. This school seems like a school that maybe on a turn-around for the better. The reason I say this is because I had a chance to get the 411 on the test scores, curriculums, etc. at the Parent/Teacher conferences. The staff working in overdrive to improve this school. Everyone's getting involved. The principal seems pretty new, but he is fair, and willing to make this school a superb learning institution. The PTA has it's usual events, but this time, they too are in on the cause as well to improve the school in a large way. Also, how many schools out there have a Father's Club? PTA has usually been a mom-dominated organization. Now there's an organization for dads. It's a new program at Cambridge(introduced by the principal this year) to get fathers more involved in the school as well. I am a member of the Father's Club. Our goal is to make our school the best it can be from doing a bit of landscaping and carpentry, to occasionally helping at PTA events and to improving the classrooms. Annually, the Father's Club will be having a camp out for the kids. We just had our first one the third weekend in June and it was a success!!!! I've never seen so many people doing their part to improve one school. That alone is worth bringing your child to this school. If you need more convincing, consider that this is probably one of the most devoted staffs you'll ever see at any school. They keep you informed on the school and go beyond their limits to make sure that our children are taught correctly and in a respectful manner. This school has made me rethink my opinion of public schools.
—Submitted by a parent


Posted August 8, 2003

Overall, this is not a bad school. I have two kids attending this school, with one more on its way. They the staff, have showed us nothing but respect. My wife is very involved, with the school,and that is the important part. You have to be involved, and help out. The pricipal is fairly new, but give him some time, he's pretty good and fair. This school showed me, what good people are all about, with the help and support, when my wife was sick, and in and out of the hospital. Something I will never forget. I encourage parent to enroll their kids, in this school. They will receive a good education. Thank you Cambridge !
—Submitted by a parent


Posted April 21, 2003

Challenged by the many non-english speaking students and parents, a parent must be very proactive to maintain a high level of academic expectation for their student.


Posted April 21, 2003

We have one child who has been at Cambridge for several years and we are completely dissatisfied with the professionalism of the staff. They seem nice to our faces, but when we talk to our child about the way he is treated, he tells a different story about how they treat him, especially the tones of voices and what they say to his face. Our child got a citation for fighting back against a bully who was physically pushing him for several days. Our child didn't fight back physically, but made a comment that wasn't the best thing to say, but he felt he had no other options. The bully got no punishment and the excuse given to us was, as usual, 'Kids will be kids and your child is too sensitive. He needs to learn to take it.' We do not want to teach our child to be unsensitive to things that make him unhappy but unfortunately, this school is trying to do just that. I would not recommend anyone voluntarily sending their child here in open enrollment. The staff is young and high on their horses... I think maybe they like the feeling of power and the best way to get it is to have power over children.


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

768

Change from
2012 to 2013

-7

API Statewide Rank
(2012)

3 / 10

API Similar Schools Rank (2012)

6 / 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 did not meet its schoolwide API target for 2013.
  • This school has not yet 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 did not meet all student subgroup API targets for 2013

This school's
API score

768

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

-7

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)

3 / 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)

6 / 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.

82 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
42%

2011

 
 
56%

2010

 
 
48%
Math

The state average for Math was 65% in 2013.

82 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
49%

2011

 
 
70%

2010

 
 
50%
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.

62 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
34%

2011

 
 
17%

2010

 
 
38%
Math

The state average for Math was 66% in 2013.

61 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
66%

2011

 
 
61%

2010

 
 
64%
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.

77 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
58%

2011

 
 
56%

2010

 
 
64%
Math

The state average for Math was 72% in 2013.

76 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
51%

2011

 
 
60%

2010

 
 
56%
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.

53 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
64%

2011

 
 
46%

2010

 
 
41%
Math

The state average for Math was 65% in 2013.

52 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
44%

2011

 
 
56%

2010

 
 
30%
Science

The state average for Science was 57% in 2013.

52 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
61%

2011

 
 
56%

2010

 
 
50%
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.

60 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
52%

2011

 
 
54%

2010

 
 
43%
Math

The state average for Math was 55% in 2013.

60 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
44%

2011

 
 
33%

2010

 
 
42%
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 Students47%
Females55%
Males40%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged44%
Non-economically disadvantaged61%
Students with disability17%
Students with no reported disability53%
English learner47%
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate60%
Parent education - high school graduate48%
Parent education - some college (includes AA degree)33%
Parent education - college graduate64%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students59%
Females65%
Males55%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged55%
Non-economically disadvantaged78%
Students with disability33%
Students with no reported disability64%
English learner53%
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate70%
Parent education - high school graduate65%
Parent education - some college (includes AA degree)25%
Parent education - college graduate82%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
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 Students35%
Females39%
Males31%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)42%
Economically disadvantaged30%
Non-economically disadvantaged47%
Students with disabilityn/a
Students with no reported disability40%
English learner24%
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate32%
Parent education - some college (includes AA degree)46%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students56%
Females44%
Males69%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged49%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability58%
English learner48%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)67%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
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 Students51%
Females50%
Males51%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged48%
Non-economically disadvantaged60%
Students with disabilityn/a
Students with no reported disability51%
English learner37%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate34%
Parent education - high school graduate67%
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

Math

All Students54%
Females49%
Males59%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged57%
Non-economically disadvantaged40%
Students with disabilityn/a
Students with no reported disability54%
English learner51%
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate50%
Parent education - high school graduate75%
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
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 Students49%
Females62%
Males33%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged47%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability48%
English learner24%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate33%
Parent education - high school graduate67%
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

Math

All Students60%
Females66%
Males52%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged57%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability60%
English learner32%
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate54%
Parent education - high school graduate75%
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

Science

All Students52%
Females55%
Males48%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged50%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability52%
English learner28%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate38%
Parent education - high school graduate75%
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
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 Students71%
Females70%
Males74%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged67%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability72%
English learner29%
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate74%
Parent education - high school graduate50%
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

Math

All Students54%
Females52%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged45%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability53%
English learner29%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate48%
Parent education - high school graduate43%
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
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
Hispanic 84%
White 12%
Two or more races 2%
Asian 1%
Black 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 79%N/AN/A
English language learners 56%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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School basics

School Leader's name
  • Jeremy Mortensen
Special schedule
  • Year-round
Fax number
  • (714) 532-4754

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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425 North Cambridge
Orange, CA 92866
Website: Click here
Phone: (714) 997-6103

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