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Teacher quality
Principal leadership
Parent involvement
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
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
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
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
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
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.
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
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
Very dedicated teachers. Main theme taught is 'from kindergarten to college'.
—Submitted by a parent
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
The staff at Jim Thorpe is very helpful. The teachers are outstanding. There is a high level of parent invovlement.
—Submitted by a parent
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
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
It is a very strict school. A lot of parent involvemnet. Principal is always on top of teachers.
—Submitted by nancy Paramo, a parent
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
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
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
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.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
173 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
173 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 48% in 2012.
171 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
170 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 67% in 2012.
161 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
164 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
163 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
165 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
164 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 77% |
| Females | 79% |
| Males | 75% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 82% |
| Students with disability | 35% |
| Students with no reported disability | 81% |
| English learner | 73% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 66% |
| Parent education - high school graduate | 70% |
| Parent education - some college (includes AA degree) | 84% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 82% |
| Males | 79% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 80% |
| Students with disability | 47% |
| Students with no reported disability | 84% |
| English learner | 79% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 72% |
| Parent education - high school graduate | 78% |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 67% |
| Females | 71% |
| Males | 62% |
| African American | n/a |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 74% |
| Students with disability | 31% |
| Students with no reported disability | 70% |
| English learner | 66% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 58% |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 88% |
| Females | 88% |
| Males | 87% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 87% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 88% |
| Non-economically disadvantaged | 85% |
| Students with disability | 50% |
| Students with no reported disability | 91% |
| English learner | 87% |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 92% |
| Parent education - high school graduate | 83% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 93% |
| Females | 92% |
| Males | 93% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 91% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 91% |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| English learner | 82% |
| Fluent-English proficient and English only | 96% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 89% |
| Parent education - high school graduate | 90% |
| Parent education - some college (includes AA degree) | 95% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 93% |
| Females | 93% |
| Males | 94% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 92% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 92% |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | 88% |
| Fluent-English proficient and English only | 95% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 83% |
| Parent education - high school graduate | 92% |
| Parent education - some college (includes AA degree) | 98% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 79% |
| Females | 82% |
| Males | 76% |
| African American | n/a |
| Asian | 86% |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | 56% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 74% |
| Parent education - high school graduate | 81% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 82% |
| Males | 74% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | 54% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 79% |
| Parent education - high school graduate | 77% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 62% |
| Females | 60% |
| Males | 65% |
| African American | n/a |
| Asian | 79% |
| Filipino | n/a |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | 29% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 57% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 66% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
Asian
Hispanic or Latino
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 83% | 49% | ||
| Asian | 11% | 8% | ||
| White | 4% | 28% | ||
| African American | 1% | 7% | ||
| Filipino | 1% | 3% | ||
| Multiple or No Response | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 49% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 58% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 89% | 85% | ||
| Vietnamese | 10% | 2% | ||
| Cantonese | 0% | 2% | ||
| Lao | 0% | 0% | ||
| Mandarin (Putonghua) | 0% | 1% | ||
| Urdu | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 25 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 14 | N/A | 11 |
| Average years teaching | 17 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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2450 West Alton
Santa Ana,
CA 92704
Phone: (714) 430-5800
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