Advertisement
Advertisement

GreatSchools Rating

McPherson Magnet School

Public | K-8 | 837 students

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 11 ratings
2012:
Based on 4 ratings
2011:
Based on 3 ratings

Sweep tile
No Purchase Necessary. Void where prohibited. Sweepstakes begins at 12:00:00 AM Pacific Time (PT) on April 1, 2014 and ends at 11:59:59 on April 30, 2014 (the “Promotion Period”). Open to legal residents of the U.S. and D.C., 13 years and older. Each school that receives a new, published review will get one (1) entry into the sweepstakes, up to ten (10) entries throughout the Promotion Period. See the Official Rules for details. Sponsor: GreatSchools, 1999 Harrison St., Suite 1100, Oakland, CA 94612.

Rate this school

Click on stars to rate
Please select a star rating for this school.
    Helpful reviews answer questions:
  • What do you think others should know?
  • What do you like?
  • How could your school improve?
    Review Guidelines
    GreatSchools won’t post reviews that contain:
  • Inappropriate language
  • Allegations of criminal conduct
  • Names of students, teachers or staff
1200 characters remaining
Please read and accept our Terms of Use to join GreatSchools.
Please indicate your relationship to the school.
Registration is required to post your anonymous review
We will not display your name, photo or email address with your review.
OR
Your email address will never be published or shared.
Indicates a required field

41 reviews of this school


Sort by:
Show reviews by:
Posted April 11, 2014

Great school. I agree with previous review.My son started kinder and graduates 2014 from 8th grade. McPherson number one in the state.
—Submitted by a parent


Posted April 10, 2014

Every school has it pros and cons. McPherson Magnet has a lot of PROs. My child has been there since Kinder and is ready to graduate. There are quality teachers and a lot of them have been awarded Teacher of the Year. (Do they have some lemons?... Yes!) The PTSA and Education Foundation has worked tirelessly to update the school facility and technology (Is more needed?...Yes!). The parent volunteers are outstanding. I've heard over the years the District has hindered the school progress by not granting it money like other schools. However, McPherson has overcome through generous donations. Overall, it has been a Positive experience.
—Submitted by a parent


Posted October 23, 2013

I agree with EVERY negative comment on this site. It is very unfortunate because it used to be an amazing school that made learning fun for ALL the kids.


Posted September 13, 2013

It's not what you think. I had my child at this school since K-7. I felt the teachers also dumped all homework at the parents, wanted to take less responsibility in teaching. Not sure why they had the distinguish school award and in my opinion in lacked on it. I noticed teachers would pick favoritism students. All the teachers my child had thorough out the years have all been long gone. It made me wonder why? McPherson is not what it used to be the staff has changed. This school started focusing in kid s behavior nit picking about everything instead of educating them. My child is now very happy at the new school, likes all the Teachers. I must add that the new teachers have giving my child a new perspective on education that it can be fun learning. Mc Pherson teachers made my child feel like a failure. I knew then it was time for us to leave before my child hated school. Thanks a lot McPherson! Another thing that bother me is why are some parents getting their own space parking with theur last name on it? This is a public school.
—Submitted by a parent


Posted September 10, 2013

This is a great school! The teachers are dedicated and want to instill a sense of belonging to children. My child feels safe and cared for. My child is learning much and its more than academics-it is a community and a home away from home here.
—Submitted by a parent


Posted August 15, 2013

I am shocked to read so many negative reviews about McPherson. While I agree with some of the complaints (bathrooms in need of repair), I also believe that politics exist at ALL schools. And there are great teachers and not so great teachers at ANY school. This is not an issue exclusive to McPherson. This is our 5th year there, I am a very involved parent, and I have never witnessed rampant gossiping between teachers and parents. I also don't mind that parents are sometimes involved in assessments and grading papers. With class sizes being so large at ALL schools, it is impossible for teachers to do it all. I have always felt that anything I discussed with teachers regarding my child was always kept confidential. I have never worried about other parents disclosing my child's progress or lack thereof. If others have had these issues, I believe they are isolated incidents and not typical occurences. I am very pleased with the Magnet portion of the school. I believe McP excels (as they should) in Math, Science, & Technology. I went to private school and McP has that same private school feel. Maybe McPherson isn't the right fit for every family, but it is the right fit for mine.
—Submitted by a parent


Posted August 9, 2013

We transferred our kids to Mcpherson, believing all the hype that it was a great science and technology school. We were greatly disappointed by the quality of education and the lack of professionalism at the school. Too many teachers are lazy, dumping their work on the parents. Parents assess the students and even do some of the grading! There is no confidentiality! The lack of professionalism at this school is pervasive. Teachers are buddies with parents, and gossip is rampant! As for the technology, they have less than most Title 1 schools. A computer lab and some expensive projectors is all...projectors that they have difficulty maintaining because of the cost. The school grounds are old too. The bathrooms are disgusting!! And don't expect the administration to do anything about it because any complaint you have will fall on deaf ears. The principal lacks the backbone to truly lead and be decisive. We have removed our children from this school. I would sum it up by saying that while the vision/mission of the school is attractive, it falls very short from delivering any of it. If you are stuck there, I suggest going straight to the district if you want to be heard.
—Submitted by a parent


Posted July 12, 2013

Class sizes are just too big. Teachers, whether their fault or not, are just surviving. They are not teaching here but rather managing. I agree with another reviewer that there is quite a bit of gossip coming from *some* teachers about children and other parents. This is something that needs be controlled and some sort of professional code of conduct established and enforced...I can't even believe I have to say this! There are some good things about the school. Probably its best assets are the very few excellent teachers if you're lucky enough to get them (hint: be room parent or suck up to the current year's teacher and you will get the best teacher next year - you will see the same children year after year together in that grade's best teacher's class). The other good thing about the school is its parent volunteers/involvement. I think there are much better schools in Orange to go to, but this one may not be the worst either. Best of luck and don't get stuck here just because its a lottery school.
—Submitted by a parent


Posted June 2, 2013

We tried for a few years to get my daughter into this school. We were so excited last year when she finally got in. We chose to send her here over G.A.T.E. at another OUSD school. Boy are we disappointed. The teachers have the parents do all the work. The teachers also complain to parents about students and other parents all the time. I can't believe the stuff I have heard. I have worked for another school district for 15 years and I can't believe the stuff that happens at this school. We will be moving my daughter after this school year. Take your chances at a school with lower test scores. It's worth it.
—Submitted by a parent


Posted April 30, 2013

This school is not one I would recommend, unless...all you care about is what the school's score is. The work is extremely repetitive and boring if you have a bright child. The teachers are actually the problem with regard to how the kids are treated, they do not care about the kids and the playground teachers are constantly annoyed. They don't watch what is going on on the playground and calls the kids names (how is that acceptable?). There is a specific second grade teacher that is extremely abusive, even the principal would not put her child in this teacher's class (hummm, interesting?). The technology that is advanced is only what the teachers use but the school claims the students benefit (I agree, but barely). How about putting that money towards programs for the kids, that is what the "magnet" is for? instead of buying the teachers more electronics. Sad, sad situation for a school with so much potential. I agree with another post. This school needs a new principal that CARES!!!!!!
—Submitted by a parent


Posted February 23, 2013

We love it here at McPherson! We have two children at the school - one in 3rd grade and one in Kindergarten. The administration and teachers at the school are very progressive, very interested in learning new techniques to improve the school and very forward thinking about technology and implementing new programs.The parent participation here is phenomenal as well. It's a special school!
—Submitted by a parent


Posted February 9, 2013

This is a great school that motivates and challenges students. My kid loves going to school everyday. Their math program is great! My kid loves it. Every week, 5th/6th graders work with Kindergarteners. That minimizes bullying. Students from different levels interact with each other frequently. Parent involvement is good! The teachers are very mindful of the students welfare, too. They are conscious of the students health problems, if there's any, like food allergies, which my kid and several kids have. Some parents complain of too much homework. I don't think there's too much. It is for the benefit of the student anyway. Homework trains the student to be disciplined, to be diligent. It trains them academically. If you and your child want a laid back life, then McPherson isn't for you.
—Submitted by a parent


Posted January 30, 2013

Several of the points touched on in other reviews are what caused us to pull our 4th grader out mid-year. First, teachers can be bullies, too, and when three different adults are telling the administration the same thing and nothing is done, that is a problem (2nd grade). Second, sometimes a kid needs a little more. Our daughter is terrified of bees, and when the school was invaded, all I needed was for her to be able to eat lunch inside until the problem was solved. The school did not accomodate us, even though they promised me three times they would. I later discovered my daughter was eating her lunch in the bathroom because the office kept sending her away. Currently, our child is at a non-magnet public school in OUSD and is doing fantastic. The school does not use technology much, but they were further ahead in the curriculum when we came in mid-year and somehow our daughter is learning more, and more quickly. I think her peace of mind in an environment where she feels secure and cared for has really made the difference. McPherson is fine if everything is going smoothly, but have a teacher go haywire or a kid need some extra attention and the administration fails.
—Submitted by a parent


Posted August 17, 2012

Have been a Meteor Parent for 9 years. McPherson is a great environment that offers lots of personal attention and coaching for your kids. The faculty is excellent and constantly strive to integrate challenging programs in their curriculum to enhance the student's academic growth. It is an open enrollment school and has the lottery system with a long waiting list. However, its worth the effort to check every year to see if you can get your student in. - Regina Singh
—Submitted by a parent


Posted May 8, 2012

I am in 6th grade now and I went to Mcpherson from K- half of 5th. The first 5 years i went to this school it was great. THEN in 5th grade when my one friend stopped being my friend I had nobody else to hangout with. All the teachers were great except my 5th grade teacher because she had favorites and she didnt wanna do anything to help me. As far as the kids, they are very mean and everyone would walk away from me and made fun of me because i was autistic. So in the middle of 5th grade I was done. I left and i know about 4 other families that left so I would so DO NOT send your kid here


Posted March 1, 2012

The technology that McPherson touts is very archaic. I suspect that's a money issue more than anything. However, they don't offer any offer more programs that an average school at Orange Unified. Very strange that it's the magnet school when other schools at Orange Unified have been rated better.
—Submitted by a parent


Posted January 25, 2012

This sused to be a great school. Now the teachers do nothing in class and send all work home to be done. Then if it is not homework it is some mindless project that is just busy work to make it look like the school is dong something. Making costumes of ancient people? How about learning about ancient people? Very disappointing.
—Submitted by a parent


Posted September 30, 2011

I have four children at this school, from Kindergarden to sixth grade. I LOVE IT! Children are introduced to computers at the Kindergarden level.They recieve alot of homework, even at this age. The school has recently gone to full-day kindergarden. For uppergraders,teachers communicate with parents about home work assignments and student progress hrough BLACKBOARD.Both 4th and 6th graders receive Blog homework assignments. Sixth graders are expected to wear labcoats to science class, and have uniforms for PE (3X week). I also appreciate the Anti-Bulling campaign. It provides a positive, supportive environment, especially for middle school kids. This school, although publicly funded, has the feel of a private school. I feel fortunate to have my children there.
—Submitted by a parent


Posted April 13, 2011

Overall it's a school that challenges and motivates students to do their best. The junior high laptop program is excellent but costly, and most of the teachers genuinely care about the student's education. We have very talented teachers, but like any school, there are a few that should not be there. The older students work well with the younger students in the "big buddy" program for 3rd, 6th and 8th grades. Junior high students are well insulated from the problems they might face at a typical junior high (drugs, smoking etc.). If your child is academically gifted, he or she will thrive at this school.
—Submitted by a parent


Posted February 16, 2011

I completely disagree!!! My child still gets computer time 2 days per week. Computer problems?!?!?! My child has no problems taking readong counts test and as for JiJi we have had no issues. I am wondering if this is an isolated issue and you are taking it out on the school?
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

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

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

This school's
API score

898

Change from
2012 to 2013

-23

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

8 / 10


API Growth scores over time

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

API Growth scores by subgroup

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

This school's
API score

898

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

-23

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 2011 and Spring 2012. 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)

9 / 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)

8 / 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.

97 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
83%

2011

 
 
78%

2010

 
 
74%
Math

The state average for Math was 65% in 2013.

97 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
94%

2011

 
 
91%

2010

 
 
87%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

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

98 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
69%

2011

 
 
73%

2010

 
 
56%
Math

The state average for Math was 66% in 2013.

99 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
93%

2011

 
 
90%

2010

 
 
79%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

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

101 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
91%

2011

 
 
88%

2010

 
 
77%
Math

The state average for Math was 72% in 2013.

104 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
89%

2011

 
 
88%

2010

 
 
78%
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.

102 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
80%

2011

 
 
79%

2010

 
 
75%
Math

The state average for Math was 65% in 2013.

104 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
77%

2011

 
 
67%

2010

 
 
63%
Science

The state average for Science was 57% in 2013.

104 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
80%

2011

 
 
84%

2010

 
 
73%
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.

101 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
78%

2011

 
 
78%

2010

 
 
77%
Math

The state average for Math was 55% in 2013.

101 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
76%

2011

 
 
74%

2010

 
 
69%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

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

18 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
75%

2011

 
 
92%

2010

 
 
91%
English Language Arts

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

97 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
89%

2011

 
 
90%

2010

 
 
77%
Math

The state average for Math was 52% in 2013.

78 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
72%

2011

 
 
72%

2010

 
 
63%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

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

58 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
46%

2011

 
 
38%

2010

 
 
51%
English Language Arts

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

103 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
89%

2011

 
 
81%

2010

 
 
76%
General Mathematics (Grades 6 & 7 Standards)

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

22 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
52%

2011

 
 
55%

2010

 
 
69%
Geometry

The state average for Geometry was 85% in 2013.

22 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
100%

2011

 
 
90%

2010

 
 
84%
History - Social Science Grade 8 Cumulative

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

104 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
85%

2011

 
 
83%

2010

 
 
69%
Science

The state average for Science was 67% in 2013.

103 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
94%

2011

 
 
94%

2010

 
 
89%
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 Students69%
Females76%
Males61%
African Americann/a
Asian75%
Filipinon/a
Hispanic or Latino66%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged64%
Non-economically disadvantaged69%
Students with disability9%
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only70%
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)53%
Parent education - college graduate83%
Parent education - graduate school/post graduate74%
Parent education - declined to staten/a

Math

All Students83%
Females86%
Males79%
African Americann/a
Asian83%
Filipinon/a
Hispanic or Latino76%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged92%
Non-economically disadvantaged81%
Students with disability45%
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)63%
Parent education - college graduate94%
Parent education - graduate school/post graduate89%
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%
Females68%
Males75%
African Americann/a
Asian73%
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged32%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability74%
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)71%
Parent education - college graduate81%
Parent education - graduate school/post graduate78%
Parent education - declined to staten/a

Math

All Students89%
Females84%
Males94%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino76%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged65%
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only94%
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)88%
Parent education - college graduate97%
Parent education - graduate school/post graduate91%
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 Students88%
Females91%
Males85%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged83%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)85%
Parent education - college graduate91%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students90%
Females91%
Males90%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latino90%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged83%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)81%
Parent education - college graduate93%
Parent education - graduate school/post graduate95%
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 Students84%
Females90%
Males79%
African Americann/a
Asian80%
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)92%
Economically disadvantaged68%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only87%
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)80%
Parent education - college graduate93%
Parent education - graduate school/post graduate84%
Parent education - declined to staten/a

Math

All Students88%
Females90%
Males87%
African Americann/a
Asian100%
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)94%
Economically disadvantaged84%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only90%
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)81%
Parent education - college graduate95%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a

Science

All Students78%
Females78%
Males78%
African Americann/a
Asian87%
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)83%
Economically disadvantaged68%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only79%
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)70%
Parent education - college graduate83%
Parent education - graduate school/post graduate84%
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 Students73%
Females80%
Males64%
African Americann/a
Asian90%
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged47%
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)57%
Parent education - college graduate76%
Parent education - graduate school/post graduate83%
Parent education - declined to staten/a

Math

All Students72%
Females74%
Males68%
African Americann/a
Asian90%
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged33%
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)59%
Parent education - college graduate74%
Parent education - graduate school/post graduate87%
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

Algebra I

All Students78%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only78%
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

English Language Arts

All Students80%
Females87%
Males76%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged60%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only82%
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)71%
Parent education - college graduate86%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a

Math

All Students70%
Females79%
Males66%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged58%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only73%
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)67%
Parent education - college graduate79%
Parent education - graduate school/post graduate76%
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

Algebra I

All Students41%
Females50%
Males32%
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)40%
Economically disadvantaged27%
Non-economically disadvantaged46%
Students with disabilityn/a
Students with no reported disability41%
English learnern/a
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 graduaten/a
Parent education - some college (includes AA degree)35%
Parent education - college graduate52%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students81%
Females85%
Males76%
African Americann/a
Asian94%
Filipinon/a
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged87%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)72%
Parent education - college graduate89%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students46%
Females55%
Males36%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)33%
Economically disadvantagedn/a
Non-economically disadvantaged44%
Students with disabilityn/a
Students with no reported disability43%
English learnern/a
Fluent-English proficient and English only45%
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)25%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students69%
Females73%
Males64%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantagedn/a
Non-economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talented92%
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 graduate83%
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students72%
Females73%
Males71%
African Americann/a
Asian81%
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged75%
Non-economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)58%
Parent education - college graduate84%
Parent education - graduate school/post graduate82%
Parent education - declined to staten/a

Science

All Students92%
Females92%
Males90%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino95%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged93%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)81%
Parent education - college graduate100%
Parent education - graduate school/post graduate95%
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 State average
White 54% 27%
Hispanic 26% 51%
Asian 14% 11%
Two or more races 5% 3%
Black 2% 7%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 10%N/A54%
Source: NCES, 2010-2011

Oops! We currently do not have any teacher information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

What makes a great teacher? Study after study shows the single most important factor determining the quality of the education a child receives is the quality of his teacher. Here are some characteristics to look for »

This school has not yet provided program information.


Help other families

Millions of families turn to GreatSchools for help with their
school search. You can help these families by providing
a few details about this school.

Administrators & teachers: Let your school shine!

Help your school shine online by adding program highlights, photos and more on GreatSchools! Get started »

Upcoming Events

No upcoming events found for this school
Searching for school events...
Date
Title
  • {{date}}
    {{title}}
Export calendar
Outlook.com
Microsoft Outlook
iCal Format
Google Calendar
Print Calendar
Uploading, please wait...
POWERED BY
Tandem
Notice an inaccuracy? Let us know!

333 South Prospect Street
Orange, CA 92869
Website: Click here
Phone: (714) 997-6384

ADVERTISEMENT
ADVERTISEMENT

Compare this school
to nearby schools

Compare schools »

Compare

Add this school to compare

Nearby schools


Childtime
Santa Ana, CA



Ousd Home School
Orange, CA




ADVERTISEMENT
ADVERTISEMENT