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GreatSchools Rating

Jim Thorpe Fundamental School

Public | PK-5 | 1080 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 1 rating
2012:
Based on 2 ratings
2011:
Based on 3 ratings

Teacher quality

Principal leadership

Parent involvement

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20 reviews of this school


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Posted February 21, 2014

My son didn't make it to kinder 2015.. But I got to tell everyone The ladys from office r wonderful and helpful. don't hesitate to help you. thank u so much ladys for ur help.. I had a very bad experience in a greenville with the ladys in office. so rude omg!! Very mean. Don't want my kid around people like that.


Posted June 18, 2013

I have been extremely happy having my daughter enrolled in Jim Thorpe Fundamental. She just finished 1st grade. Her teachers have been wonderful and dedicated. I like that this school challenges her. Everyday she comes home with homework. The AR program is geat. My daughter is reading at a 3rd grade level. This school is not for everybody though. Parents need to be involved. Do not expect the teachers to do all the work. Parents, teachers and students NEED to all work together as a team. I have no complaints about Thorpe.
—Submitted by a parent


Posted August 26, 2012

I Love thorpe My fourteen year old boy went there, his eleven year old sister too, and my six Year old is currently there, both oldest have finished school there, but looking forward for my next few years there with my smallest . I have stayed in this school because of the teachers they are great.
—Submitted by a parent


Posted April 12, 2012

Great school the parents and teachers work together, the school try to do everything for the children to make them better
—Submitted by a parent


Posted September 18, 2011

My only child started in morning Kindergarten this year. She has a wonderful caring teacher who smiles and greets her each morning to welcome her friends into the class. My daughter is very happy and looks forward to going to school each day. When I had a question the teacher called me back right away. Everything is great!
—Submitted by a parent


Posted June 8, 2011

Terrible School... DO NOT SEND YOUR KIDS THERE. Principal and assistant Principal are the worst staff members at this school and some other teachers. They want to pretend to be very strict but what they truely do is traumatized our kids. I had a horrible experience bringing my kid here. They don't care about parents concerns they only hear what the want to hear. I feel so much better now that my kid is out of there.
—Submitted by a parent


Posted May 4, 2011

Worst experience having my child go to this school. Teacher is very rude and non communicative. Talking to principal does not help because they end up siding with teachers as opposed to listening to parent's concerns. Tried discussing a matter about my child and teacher had even hung phone up on me and spoke to me very disrespectfully. They do not treat each child as an individual and expect them to all be at same level. I understand that there are rules and they expect a certain standard but they take it to a whole other level. Regret putting my child here, thought we would be getting an excellent education because of school ratings but instead was an awful experience. I have also voiced my concerns to a few people and they have also heard from different friends that they also pulled their children out because of same problems. Would not recommend am sending my child to their home school.
—Submitted by a parent


Posted October 24, 2009

To put it loosely in the words of John Wooden: If you aren't making mistakes, you aren't doing anything. Making mistakes is a part of life, learning to accept that even if you try your very best you can still fail. The best part of failure is that it provides us an opportunity for growth! Children need to feel safe to fail and try again. I To be a scholar, one must be willing to take risks and learn from his mistakes. At Thorpe our goal is to educate young minds to reach their full potential and meet their goals, whatever they may be. During my time at Thorpe I have met some very exceptional children who have gone on to do great things. Part of what makes this school #1 in Santa Ana is the Fundamental School Agreement, demanding and rigorous, but producing incredible results.


Posted January 31, 2008

Did not noticed when kids were being bullied. Made some, not all, kids terrified of failing. Failing is part of life, learning to accept that even if you try your very best you can still fail. Children need to feel safe and be very nurchured. Some teachers my kids have experienced have been so loving and awesome, others have been such a dissapointment. The women who monitor them have been disrespectful at the children, when it wasn't called for at all. The crossguard is in such a sour mood, that you see kids avoiding him at all cost, and parents constantly arguing with him. I will say I've seen some really great things about this school, the involvement you have in the school is great, my kid's education is really advance than most kids in a regular public school. I want the best for my and all kids.
—Submitted by a parent


Posted January 1, 2008

The change in administrative staffing has made a positive impact in the school this year. One of the concerns that before/after-school security was lacking was immediately addressed with additional staff. The general feeling tone is better as well. Parents feel that their concerns are being heard now, which was not something that was happening as much before.
—Submitted by a teacher


Posted December 11, 2007

Very dedicated teachers. Main theme taught is 'from kindergarten to college'.
—Submitted by a parent


Posted August 30, 2007

Almost all of the teachers at this school are fantastic especially since they have very little funding for classroom supplies. I applaud what they have been able to do with such limited support as well as the dedication they have for the kids. Music is limited and art is integrated into the academic projects; not taught for art's sake. Sports is basically limited to recess. While a better choice academically than the neighborhood schools and the kids do receive a solid base for future academic achievement, the rules and regulations are overwhelming, tedious, and don't allow for a child's individuality. They don't have much to do with the learning process either, having more to do with personal attributes and habits. Safety and security could be better, which is worrisome but I'm sure that has to do with budget restrictions. Drop off and pick up is a nightmare.
—Submitted by a parent


Posted February 20, 2006

The staff at Jim Thorpe is very helpful. The teachers are outstanding. There is a high level of parent invovlement.
—Submitted by a parent


Posted August 22, 2005

Thorpe is a wondeful school. My son began when Thorpe first opened. Now my daughter will be starting first grade. Both of my children's teachers have been amazing. They encourage and foment parent participation in the classroom.
—Submitted by a parent


Posted June 13, 2005

My daughter attended Kindergarten at Thorpe. It's a shame that we have to relocate and tranfser her to a new school next year. The teachers really work hard with each and every child to bring out the best in them. I'm amazed with everything my daughter has accomplished in the last year! I have nieces and nephews attending this school as well; and I know their parents are extremely happy with the strong staff they have.
—Submitted by a parent


Posted June 22, 2004

It is a very strict school. A lot of parent involvemnet. Principal is always on top of teachers.
—Submitted by a parent


Posted April 28, 2004

Thorpe is an outstanding school. The teachers are dedicated and caring. I am happy to send my child to Thorpe each day knowing that she will be well taken care of. It's also a beautiful new school.
—Submitted by a parent


Posted March 3, 2004

I like this school very much, the teachers are great and the attention that they put on the students is great. The best part is that anytime that you can, your able to spend a day in class and help. Is nice to have teachers that really care about their students.
—Submitted by a parent


Posted March 2, 2004

The teachers and children work very hard, my kindergardener is working at a 2nd grade level. I am very happy with the teachers and the level of work they are doing. I am extremely dissatisfied with the security and lack of staff members supervising the children before and after school. Safety is not taken very seriously.
—Submitted by a parent


Posted February 2, 2004

Extremely happy and amazed at the work the teachers do with the students. Incredibly disappointed with the safety of the children during recess and lunch. Disturbed with the staff with children safety issues.
—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

897

Change from
2012 to 2013

-4

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

10 / 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

897

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

-4

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)

10 / 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.

175 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
77%

2011

 
 
79%

2010

 
 
72%
Math

The state average for Math was 65% in 2013.

175 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
80%

2011

 
 
83%

2010

 
 
76%
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.

173 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
67%

2011

 
 
61%

2010

 
 
50%
Math

The state average for Math was 66% in 2013.

177 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
88%

2011

 
 
81%

2010

 
 
81%
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.

174 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
93%

2011

 
 
84%

2010

 
 
84%
Math

The state average for Math was 72% in 2013.

174 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
93%

2011

 
 
93%

2010

 
 
94%
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.

169 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
79%

2011

 
 
81%

2010

 
 
66%
Math

The state average for Math was 65% in 2013.

172 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
78%

2011

 
 
86%

2010

 
 
72%
Science

The state average for Science was 57% in 2013.

169 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
62%

2011

 
 
62%

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

All Students82%
Females82%
Males82%
African Americann/a
Asian91%
Filipinon/a
Hispanic or Latino80%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged80%
Non-economically disadvantaged88%
Students with disability71%
Students with no reported disability83%
English learner84%
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate74%
Parent education - high school graduate83%
Parent education - some college (includes AA degree)82%
Parent education - college graduate87%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students89%
Females88%
Males89%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino87%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged86%
Non-economically disadvantaged96%
Students with disability71%
Students with no reported disability90%
English learner89%
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate82%
Parent education - high school graduate89%
Parent education - some college (includes AA degree)87%
Parent education - college graduate96%
Parent education - graduate school/post graduate100%
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 Students61%
Females64%
Males58%
African Americann/a
Asian85%
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged58%
Non-economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability63%
English learner51%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate45%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)70%
Parent education - college graduate79%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students90%
Females91%
Males89%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latino88%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged89%
Non-economically disadvantaged93%
Students with disability64%
Students with no reported disability92%
English learner88%
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate85%
Parent education - high school graduate81%
Parent education - some college (includes AA degree)97%
Parent education - college graduate95%
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 Students85%
Females89%
Males79%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged82%
Non-economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability87%
English learner44%
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate71%
Parent education - high school graduate80%
Parent education - some college (includes AA degree)89%
Parent education - college graduate100%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students94%
Females93%
Males93%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino93%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged94%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability94%
English learner83%
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate97%
Parent education - high school graduate92%
Parent education - some college (includes AA degree)91%
Parent education - college graduate100%
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 Students76%
Females78%
Males72%
African Americann/a
Asian86%
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 disadvantaged73%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate71%
Parent education - high school graduate65%
Parent education - some college (includes AA degree)87%
Parent education - college graduate79%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students77%
Females73%
Males82%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged74%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate71%
Parent education - high school graduate72%
Parent education - some college (includes AA degree)82%
Parent education - college graduate79%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students56%
Females50%
Males66%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged53%
Non-economically disadvantaged62%
Students with disabilityn/a
Students with no reported disability56%
English learnern/a
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduate39%
Parent education - high school graduate49%
Parent education - some college (includes AA degree)67%
Parent education - college graduate63%
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 87%
Asian 9%
White 3%
Black 1%
Two or more races 1%

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 77%N/AN/A
English language learners 34%N/AN/A

Teacher experience

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

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School basics

School Leader's name
  • Linda Bell
Fax number
  • (714) 430-5899

Resources

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

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2450 West Alton
Santa Ana, CA 92704
Website: Click here
Phone: (714) 430-5800

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