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GreatSchools Rating

Fletcher Elementary School

Public | K-6 | 338 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 4 ratings
2012:
Based on 2 ratings
2011:
Based on 6 ratings

Teacher quality

Principal leadership

Parent involvement

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26 reviews of this school


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Posted May 9, 2014

Thanks to its growing Mandarin Immersion program , new Principle and new PTA members . It's thriving to achieve new goals and set new standards for OUSD .


Posted December 10, 2013

Fletcher Elementary is on the road to success, being lead strongly by the new Principal Ms. Nelson. Her passion for student success is evident in her support of the school's MIP. Parents come be a part of this change .. the PTA is waiting and wanting to do more for these kids they deserve it they are the future.
—Submitted by a parent


Posted October 21, 2013

We have enrolled our child in the Mandarin Immersion Program and the teachers and principal have gone above and beyond our expectiations. The staff at Fletcher is committed and conduct monthly meetings to update the parents and they are very responsive to our needs and concerns. For example, I sent an email with a serious concern to the principal and teacher and they responds in less than 12 hours and called me personally to address my concern. It is not easy for one teacher to teach 20 something kids and I don't expect the teacher to be able to tailor the education for my child or give one to one attention to my child. So, I am supplementig him at home with additional work books. This is a team effort and the teacher and I communicate regularly. I love how the school has a superbuck/ rewardi system where the kids get these superbucks for good behavior and on certain Fridays, they get to go to the superbuck store to get prizes. That is an excellant idea that we have adopted at home. I have nothing but high regards for the MIP teachers and principal at Fletcher. Just wait and watch. Those state scores are going to soar!
—Submitted by a parent


Posted October 9, 2013

We looked at many public and private schools before deciding on Fletcher, namely for the Mandarin Immersion Program. It was the best educational decision we have made for our child. Our experience so far has only been positive. The teachers and staff are wonderful and we've been very impressed with the new principal, Mrs. Nelson. The school was modernized over the summer with SMART boards in every classroom and new computers in the computer lab. The PTA has a strong membership this year filled with very active and engaged parents who want to see this school succeed. As for the MIP program, it is an understatement to say that we are impressed with the program and teachers. We consider this program a gift for our child and the ability to speak Mandarin as an incredibly useful tool for our global society and economy. Our child enjoys school so much that Fridays are are worst day of the week and Mondays are the happiest. Fletcher is not the same school that past reviewers have negatively described. This school is clearly thriving and growing in a very positive direction and we're happy to be a part of the process.
—Submitted by a parent


Posted June 27, 2013

This school continues to decline. There are teachers there who do nothing but yell at the kids. The teachers dole out discipline unfairly and unevenly, playing favorites with the kids of "good" parents and targeting the kids with "bad" parents. My sons friend son was targeted for having designs carved into his hair because it was "distracting" but no one says anything to the kids with the Mohawks and rooster comb hair cuts. Teachers are not there on time, kids are left unsupervised on the playground until their teacher decides to show up. When I stop by in the morning to meet with his teacher at 7:30AM, she doesn't bother show up until 8:00AM even though she is supposed to be at work at 7:30AM. My son also says that the teachers don't supervise the playground and it is very scary how rough the kids get. My child told me that his teacher never picks them up on time from recess or lunch. I think the only goal of the teachers and principal here is to ignore their responsibilities and build their own egos by bullying kids and parents as much as possible. No wonder the kids aren't learning and no one wants to join the PTA or have their kid go there. On to private school.
—Submitted by a parent


Posted September 19, 2012

In response to the teacher, Fletcher Elementary has been in the bottom 50% as far as statewide test scores, for a decade. Fletcher's scores had a spike in 2011 (up some from 2010) but are right around the 40th percentile for the state. Maybe all schools are "on the way up" as you indicated (except the one in LA) . That I don't know and will have to research. What I do know is that Fletcher is not doing well over all. I also know that my daughter has had a couple of incidences in which she was treated poorly by staff. As a result, this parent is resentful and distrustful of Fletcher as a whole.
—Submitted by a parent


Posted August 1, 2012

My child went here for five years but at that time it was a good school now its trash the foods are way to oily and it just tastes bad the teachers are horrible they don't teach at the level they need they also don't do levels that kids need there on group well i say this school is horrible and trash and last year lots of kids left like my child because of the language and bad academics my child did not want to leave because her friends but last year she told me in "tears that please to take me out of that school" and of course i did and I'm never going back ever i also give this school one rating of unsatisfactory.
—Submitted by a parent


Posted August 17, 2011

It is obvious from the reviews on this website that some people are simply ignorant of how schools actually work. First, the principal does not have a choice as to whether combo classes are created. Most schools have them. If there are too many students at one grade level for one class and not enough for two, how would you solve the problem? If you have a better solution than our school district, please enlighten us. Teachers must be assigned according to how many students are at each grade level. That is a fact in every school, not just this one. Second, the scores on the 2011 CST at every grade level, except one, in L.A., Math and Science rose in 2011. Some scores rose dramatically, one from 16% to about 56%. Obviously, we are on the way up, not down. Many programs were put in place last year and teachers gave many hours of their time to help our diverse population. It worked. With workers rather than quitters, scores will continue to climb. I would urge everyone, rather than ranting and raving, to look at the facts, and if you find a problem, present a solution. As I tell my students, "Winners make the grade; whiners make excuses."
—Submitted by a teacher


Posted July 13, 2011

This school continues to go downhill. The principal keeps combining grade levels so teachers can't even teach one cirriculum and don't have the time for two. Teachers like Mrs. Finch, Mrs. Stephens and Mrs. Lee are excellent teachers but can't keep up with principal demands being moved around, combining grades, etc. She refuses to listen to parents. Scores have dropped in the years she has been there and continue to drop. The kids are suffering because of it. I have to come here and hate every minute of it. I will keep trying to transfer out at all costs! The parental involvement is the only thing keeping this school afloat.
—Submitted by a parent


Posted February 27, 2011

It is amazing that all I read from the parents and others is from the parents that have moved on. There must be something here that keeps you coming back,. for some of us we cant move do to the fact that we cant find a way there or cant get in to other schools. We make do with what we have. We help our kids the best way we can and thats being there for them. For you down below to bash the PTA, please that is the last thing on a parents mind. Some of them (PTA) do wonders for the school and like any other school some dont. We as parents need to come together and do what we feel is right for children. If that means moving your child its ok but dont put us down for staying here. That makes you just as bad. I am sorry that you have had to move and it did not work for you here but that is how things work, so lets all of us move on and enjoy the schoois that we are in, good or bad.


Posted February 22, 2011

To the parent below, It looks to me as if the parent DID speak up. I have plenty of experience at this school as well and I agree that it is horrible! I did try to fix them and I spoke up too. I was EXTREMELY involved so please don't say we complain and don't do anything. You couldn't be more wrong. I got so sick of trying that I had to leave and move my child. It is so peaceful at the new school so as for saying there will be problems anywhere we go, I'm sure that's true for the most part but at least the problems are more geared towards the students and their issues, not the petty parents (meaning the PTA) trying to take over an elementary school to make themselves feel important and verbally attacking other parents and talking like truck drivers infront of the students! To the parent below defending this school, maybe you just don't know how good you could have it at another school so you think this dump is good. Maybe you should do some research.
—Submitted by a parent


Posted January 31, 2011

If you send your child to this school, beware! They will be talked down to and for the most part treated like they are an annoyance. As for me, I want my childs elementary years to be filled with happy memories and wonderful experiences. The teachers, staff, and definately the PTA are rude and uncaring. Any parent that says otherwise is obviously involved in the PTA or a staff member and just trying to defend themselves or is on the outside looking in and don't know any better. They might be there all day long, but not because they care, it's because they need to feel important. Like another parent said, you can transfer your child to another school, it's not too difficult. I did it and we couldn't be happier! Just browse around on this website for other schools and just see how this school compares to others, you'll be amazed and disappointed that you ever sent your child here to begin with!
—Submitted by a parent


Posted January 13, 2011

My child went to Fletcher last year (started there in K....when it had a 6 rating) and it was the most unhappy year of my child's life. MANY students, some teachers, & MOST of all the LUNCH LADIES & JANITOR, were MEAN and VERY verbally abusive to all of the children...EXCEPT their own!!! There are much better schools, like Serrano, Villa Park, & Olive. You CAN transfer to them, as long as they have space for your child. Even if they don't now..GET ON THE WAITING LIST!! My child is sooooo happy at the new school, has really NICE new friends & is one of the best students in the class!!!
—Submitted by a parent


Posted October 11, 2010

As a parent I have mixed feelings over Fletcher. My son spent preschool through 2nd grade at a private school, however we decided to switch to public school due to finances. I was not very impressed with Fletcher at first due to limited programs and larger class sizes. However, I decided to join PTA and start volunteering my time to the school despite having three children and working a full-time job. The only way to make a difference is to be involved. I believe Fletcher is moving forward. A new Principal started last year and I believe a couple new teachers this year. As far as the friendliness of PTA, I started attending meeting and volunteering for events last year and have had no issues. The PTA has also just launched their new website at https://sites.google.com/site/fletcherpta. Hopefully newcomers to the community will visit our school and give Fletcher a chance.
—Submitted by a parent


Posted August 30, 2010

As a volunteer I am greatly surprised at the dedication the parents have at this school and how well they work with the staff. There is a new PTA Board this year and it seems to be going in an uphill direction because of the positive attitudes and the desire to help the students. LOOKIN FORWARD TO A WONDERFUL YEAR
—Submitted by a parent


Posted August 25, 2010

When my child first attended this school I loved it. We were blessed with an awesome kindergarden teacher. The following years we continued to be blessed with really good teachers. Sadly that is the only thing that we liked about the school. The princpal is okay just a little clueless with kids. The office staff is great and incredibly helpful. The PTA is horrible. They have very few activites worth while for the kids and no parent participation. Which is due to the unfriendliness of the PTA. If this school could get the parents to want to help out then it would be better.
—Submitted by a parent


Posted August 17, 2010

Wow! rated a 3 out of 10!!! Just keeps getting worse and worse! This school is taking a dive and if you have any concern for your childs future and education you will find a better school. This score has gotten lower every year. I thought it was bad when they rated it a 5 and now it's a 3! Teachers are not motivated and the PTA is so unprofessional, these poor kids are paying the price. This is sad. Submitted by a parent
—Submitted by a parent


Posted April 28, 2010

I would have to disagree with the parent below. Fletcher is a school with so much potential and every year it gets better and better. The new Principal has done a wonderful job on coming in and putting the kids first. You will see her out on the field playing kickball or even running up and down the basketball court, shooting hoops. As for the PTA, well they have done a lot of things this year that the parents may not know about including: buying safety equipment, more computers and the art class. I'm not really sure how inviting a PTA is suppose to be but never have I ever felt unappreciated or been treated rude. I can always get my questions answered without any problem.....And just a F.Y.I. all matters covered at the PTA meetings are public knowledge.
—Submitted by a parent


Posted June 9, 2009

Fletcher is a middle of the road school. I have a son who is in Mrs. Stephen's class. She has been so helpful and kind to him and she is an excellent teacher.
—Submitted by a parent


Posted August 14, 2008

I have a daughter going in to 1st grade at this school. So far I have been happy with most aspects of this school. I do not care for the principal because everything is her way only and she wont even take the parents concerns in to consideration. Once there is a new principal maybe it will all be better. I also don't like how stingy they are with the holidays and what they allow the kids to do to celebrate them.
—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

774

Change from
2012 to 2013

+1

API Statewide Rank
(2012)

3 / 10

API Similar Schools Rank (2012)

3 / 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 met all student subgroup API targets for 2013

This school's
API score

774

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)

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)

3 / 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.

45 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
56%

2011

 
 
51%

2010

 
 
50%
Math

The state average for Math was 65% in 2013.

45 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
57%

2011

 
 
72%

2010

 
 
54%
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.

43 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
35%

2011

 
 
43%

2010

 
 
32%
Math

The state average for Math was 66% in 2013.

43 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
82%

2011

 
 
68%

2010

 
 
38%
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.

32 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
66%

2011

 
 
58%

2010

 
 
49%
Math

The state average for Math was 72% in 2013.

33 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
67%

2011

 
 
49%

2010

 
 
38%
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.

29 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
46%

2011

 
 
46%

2010

 
 
36%
Math

The state average for Math was 65% in 2013.

29 students were tested at this school in 2013.

2013

 
 
31%

2012

 
 
37%

2011

 
 
56%

2010

 
 
16%
Science

The state average for Science was 57% in 2013.

29 students were tested at this school in 2013.

2013

 
 
28%

2012

 
 
37%

2011

 
 
62%

2010

 
 
36%
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.

39 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
47%

2011

 
 
44%

2010

 
 
51%
Math

The state average for Math was 55% in 2013.

39 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
37%

2011

 
 
27%

2010

 
 
46%
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%
Females50%
Males40%
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 disadvantaged47%
Not economically disadvantaged47%
Students with disabilityn/a
Students with no reported disability57%
English learner45%
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 graduaten/a
Parent education - some college (includes AA degree)62%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students62%
Females63%
Males60%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino67%
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%
Not economically disadvantaged53%
Students with disabilityn/a
Students with no reported disability73%
English learner70%
Fluent-English proficient and English only56%
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)62%
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 Students38%
Females36%
Males38%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged38%
Not economically disadvantaged36%
Students with disabilityn/a
Students with no reported disability36%
English learner32%
Fluent-English proficient and English only42%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
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 Students79%
Females73%
Males86%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged69%
Not economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability79%
English learner74%
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate92%
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 Students72%
Females88%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged61%
Not economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only76%
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 staten/a

Math

All Students78%
Females94%
Males65%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino85%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged72%
Not economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only80%
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 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 Students41%
Females62%
Males25%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged40%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability41%
English learnern/a
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate55%
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

Math

All Students31%
Females38%
Males25%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged25%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability31%
English learnern/a
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate36%
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

Science

All Students28%
Females54%
Males6%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged15%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability28%
English learnern/a
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate18%
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
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%
Females60%
Males42%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged32%
Not economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability49%
English learnern/a
Fluent-English proficient and English only62%
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 staten/a

Math

All Students34%
Females27%
Males38%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged36%
Not economically disadvantaged29%
Students with disabilityn/a
Students with no reported disability30%
English learnern/a
Fluent-English proficient and English only41%
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 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 60%
White 18%
Asian 12%
Black 2%
American Indian/Alaska Native 1%
Two or more races 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 54%N/AN/A
English language learners 33%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

Teacher resources

Special staff resources available to students Gifted specialist(s)
Read more about programs at this school
Source: Provided by school officials and community members.

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Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab

Arts & music

School facilities
  • Art room

Language learning

Foreign languages taught
  • French

Gifted & talented

Staff resources available to students
  • Gifted specialist(s)
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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by verifying community responses, adding program highlights
and more! Get started »

School basics

School Leader's name
  • Rebeca Nelson
Fax number
  • (714) 921-9155

Programs

Foreign languages taught
  • French

Resources

Staff resources available to students
  • Gifted specialist(s)
School facilities
  • Art room
  • Computer lab
  • Library
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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School culture

Parent involvement
  • Join PTO/PTA
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Apply

 

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515 West Fletcher Street
Orange, CA 92865
Website: Click here
Phone: (714) 997-6181

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