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GreatSchools Rating

El Sol Santa Ana Science And Arts Academy

Charter | K-6

 

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Living in Santa Ana

Situated in an inner city neighborhood. The median home value is $180,300. The average monthly rent for a 2 bedroom apartment is $1,240.

Source: Sperling's Best Places
 
Last modified
Community Rating

5 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 1 rating
2012:
Based on 2 ratings
2011:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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22 reviews of this school


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Posted August 14, 2013

Im planning for my daughter to attend this year at el sol.. can i get any feedback on the school and staffing Thank you
—Submitted by a parent


Posted March 20, 2012

I have to say that I'm amazed at the dedication of some of the teachers at this school. Some of these teachers are serious about their academic success and they show it by being prepared and ready to go throughout the school year and reaching out to those who are falling behind. The school layout, lack of appropriate space for the Jr. High group, and lack of an actual library is a big thumbs down. The after school program is good for the kids that need the special attention, but in my experience not so good for the children who are doing well. I'm not sure who choose the school lunches, but the kids deserve something more appealing - visually, taste, and texture! The administration in my opinion needs some restructuring. You need to be able to approach students and parents with respect and be courteous and knowledgeable of the community you serve.
—Submitted by a parent


Posted February 5, 2012

El Sol now has a soccer team. Also many students that leave to high school end up skipping geometry and go straight to algebra 2 which is a sophomore class.


Posted October 25, 2011

First of all, if you research a bit you will find out that according to the California EC, there are no Credential requirements for Charter School administrators. Second of all, I do not know how long you have been around El Sol and how much you actually know about because it seems you are missing some facts. El Sol was opened by what I think you called Credential administrators. The API was on the 500s, the school lost the property to the District and around 70 percent of parents and all the staff except one, left the school. This new administrator led the school to the current 880 API, created the FCLC, the Extended Day Program, the Music/Art program, got the property back with a 40 years lease, created a health and dental clinic for the families, among other things. If you look at the other 40 or 50 schools surrounding El Sol, no other school is even close to achieve these results. Fortunately, most of all parents, teachers and families do not agree with you and are happy with the current administration, teachers and staff.
—Submitted by a parent


Posted October 21, 2011

The teachers are what makes this school great.They are resourceful and make wonders with the very limited resources and lukewarm administrative support. One administrator in particular has some good qualities but in my opinion, lacks the credentials and expertise to run a school efficiently. Not sure how this administrator attained the position, nevertheless the lack of expertise shows, not to mention the utter lack of interpersonal and management skills needed to manage the staff and relate to a very diverse parent population. I believe this school could SOAR higher than it has, if there is a change in leadership. Also the administration seems to have a lot of resistance against having an organized and strong parent/teacher organization that could enhance the parent experience at EL Sol. I have been told that at least 2 PTO's have folded in part because of the admin's lack of support.
—Submitted by a parent


Posted July 19, 2010

My child will be going on his third year at El Sol. My husband and I are very happy with this school. He is speaking Spanish and I am amazed. Some parents have commented on the lack of leadership of the principal and the Arts are during the afterschool program. Well, the schools API scores has increased and El Sol received the California Distinguished School honor this year. Obviously the principal played a hugh part in receiving this honor. Parents, do you want a principal that jokes with you or gets the job done. Also my son is taking music, drama and chess during regular school time. So it's just not during the Afterschool Program. Parents, stop complaining, get involved by volunteering and be proud of El Sol.
—Submitted by a parent


Posted February 18, 2010

The extended day program director lacks experience on child development. However, I'm extremely impressed with my son's kindergarden teachers and that's important to me. They are very talented in their field. My son enjoys being around the other kids and it's environment. Traffic is a bit of a pain when picking up and dropping off, hence it is in downtown. No large grass area but large concrete area to play in.
—Submitted by a parent


Posted February 17, 2010

I am extremely impressed with this school. My son starting reading after about 2 months in Kindergarten. He is so happy to be at this school and his Spanish is amazing given that it's only been about 6 months. The site itself is actually pretty awful but if you pay attention to kids, you realize that it just doesn't matter to them. I am thrilled that my son is at this school.
—Submitted by a parent


Posted February 17, 2010

I am very pleased with the education my kids are receiving at El Sol, My first grader is reading, writting and speaking both English and Spanish, and my Kindergarderner is heading the same direction!! That is great!!
—Submitted by a parent


Posted December 28, 2009

I just want to congratulate and thank all the teachers and staff envolved in the winter performance program, everything was wonderful!!, the students performances, the stage, the background music the organization of the event. Thank you so much for your hard work. I feel very proud, to have my child attending this school it showed that Santa Ana has a lot of talented and dedicated teachers
—Submitted by a parent


Posted December 17, 2009

I have two children at El Sol Academy. I am very happy with the teachers and the curriculum is excellent! Is amazing how much my kids are learning and how well they have mastered both languages! The only down fall is that the Principal is not a strong leader! Further, I am not to happy with the after school director. He is very rude to the parents and students. I also feel that the arts and music emphasis is not as strong as it should be. They are too many students and not enough music teachers. Their is lots of room for improvement, but we have fabulous teachers and parents who are very supportive of all the students and will make sure the students get the best education possible.
—Submitted by a parent


Posted December 12, 2009

This is a one of a kind school! It has a rare school wide dual immersion program- and the test scores prove that dual immersion works. The only negative is that is used to have a strong focus on the arts, but in the last several years, since the new principal has started there, I have seen less and less music and art. I would love to see leadership that was invested in the school, but the teachers and parents are what make it a fabulous and unique school.
—Submitted by a parent


Posted October 23, 2009

El Sol Academy is a great school. I am very happy that my children will not lose their primary language which is Spanish. The only thing that upsets me is that the name of the school is El Sol Science and Arts Academy and Science is worked on during the school hours but the Arts for example music, dance, and art is all done after school. To me the school should present those during school hours also. It is a great school and the staff is also great. The staff communicates with parents very well and any issue it is directed to the parents right away. Oh another issue is that the principal needs to be more involved. It does not seem like he is the principal. Instead it seems like the afterschool director is the one running the school instead of the principal. 'Mr. Hananel you need to step up.'
—Submitted by a parent


Posted October 19, 2009

I love El Sol because of their caring staff. But most importantly, my son loves El Sol. He always has something new to tell me when I ask him about what he's been doing at school. They also have a full time music teacher which is so important considering music programs are almost nonexistent at other schools. I am also impressed by what my son is learning. Several of my nieces and nephews who are of the same age attend private school, and when asked what they are learning at their school, my son has already learned that at El Sol and also mastering another language. There's a saying in spanish about how when you know two languages you count for two people. We love El Sol and can't say enough good things about it.
—Submitted by a parent


Posted October 19, 2009

I am a parent at El Sol Academy. I have looked at other schools and have come to the conclusion that El Sol is the best public school in Santa Ana. High expectations are coupled with dedicated teachers. Sure, our facilities situation is tough but the benefits strongly outweight this weakness. There are other dual programs in Santa Ana but those are just strands. At El Sol, students are not only biliterate but they are bicultural. The students are proud of who they are and what they are accomplishing. The skies the limit at this publich charter school.
—Submitted by a parent


Posted October 18, 2009

This is my child's first year at El Sol. She came in knowing no Spanish, and is now speaking Spanish in sentences with an amazing accent. She's only been in El Sol for 2 months! The staff are helpful, the teachers work as a team, and the school has a great 'vibe'. I look forward to seeing it (as well as my daughter) grow and thrive.
—Submitted by a parent


Posted October 17, 2009

my daughter has attended el sol for 4 years now and at the beginning only knew basic Spanish words, now she is in third grade and I am impressed all the time at her ability to read, write and speak Spanish. She has also been able to attend music lessons in the after school program and seems to really enjoy them. The only thing that could make this school better is if they could implement and English to Spanish course for the parents like me who know very little Spanish.
—Submitted by a parent


Posted October 8, 2009

I don't know about El Sol Academy. My son started Kinder this year and I'm unsure about their staff and administrator of the extended day program in the Arts. Doesn't seem to impress me and I'm a dance professor in Mexican-American culture. I teach everything. I don't mind my son completing the year since he does take dance classes from me at another facility. However, I'm a bit perturbed about the place where they play. I'm very athletic and concrete can't be good for the body. Not to mention the claustophic feeling when I'm there. You need lawn. Maybe is too early for me to judge but so far I'm not impressed. I'm eyeing again Jefferson Elem. for next year, they also have the dual immersion program & have a big lawn.
—Submitted by a parent


Posted July 9, 2009

Why do I work at El Sol Academy? El Sol is my school of choice because it provides a rigorous academic curriculum while at the same time nurturing the individual talents of each child. We are a dedicated professional staff that is preparing multi-global citizens for the future. Our two-way dual immersion program is truly fantastic!
—Submitted by a teacher


Posted January 27, 2006

I started investigating El Sol because of their two way immersion program for learning Spanish. The staff was very attentive.
—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

881

Change from
2012 to 2013

+9

API Statewide Rank
(2012)

8 / 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

881

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

+9

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)

8 / 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.

94 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
44%

2011

 
 
49%

2010

 
 
55%
Math

The state average for Math was 65% in 2013.

94 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
85%

2011

 
 
85%

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.

97 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
51%

2011

 
 
56%

2010

 
 
35%
Math

The state average for Math was 66% in 2013.

98 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
86%

2011

 
 
87%

2010

 
 
70%
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.

94 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
74%

2011

 
 
69%

2010

 
 
72%
Math

The state average for Math was 72% in 2013.

96 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
81%

2011

 
 
86%

2010

 
 
88%
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.

94 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
71%

2011

 
 
68%

2010

 
 
60%
Math

The state average for Math was 65% in 2013.

95 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
81%

2011

 
 
89%

2010

 
 
84%
Science

The state average for Science was 57% in 2013.

94 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
73%

2011

 
 
73%

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.

75 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
75%

2011

 
 
65%

2010

 
 
74%
Math

The state average for Math was 55% in 2013.

75 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
65%

2011

 
 
64%

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

English Language Arts

All Students54%
Females59%
Males50%
African Americann/a
Asiann/a
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 disadvantaged43%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability53%
English learner47%
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate50%
Parent education - high school graduate54%
Parent education - some college (includes AA degree)42%
Parent education - college graduaten/a
Parent education - graduate school/post graduate83%
Parent education - declined to state27%

Math

All Students93%
Females93%
Males92%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino92%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged90%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability92%
English learner95%
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate89%
Parent education - high school graduate85%
Parent education - some college (includes AA degree)89%
Parent education - college graduaten/a
Parent education - graduate school/post graduate100%
Parent education - declined to state93%
Scale: % proficient or advanced

About the tests


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

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students41%
Females49%
Males32%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged35%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability41%
English learner30%
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate22%
Parent education - high school graduate18%
Parent education - some college (includes AA degree)60%
Parent education - college graduate64%
Parent education - graduate school/post graduate64%
Parent education - declined to state28%

Math

All Students91%
Females91%
Males91%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino91%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged91%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability92%
English learner91%
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate96%
Parent education - high school graduate91%
Parent education - some college (includes AA degree)95%
Parent education - college graduate87%
Parent education - graduate school/post graduate100%
Parent education - declined to state78%
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 Students79%
Females90%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino78%
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 disadvantaged95%
Students with disabilityn/a
Students with no reported disability79%
English learner77%
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate71%
Parent education - high school graduate83%
Parent education - some college (includes AA degree)95%
Parent education - college graduate80%
Parent education - graduate school/post graduaten/a
Parent education - declined to state53%

Math

All Students95%
Females96%
Males94%
African Americann/a
Asiann/a
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)n/a
Economically disadvantaged93%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability96%
English learner95%
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate89%
Parent education - high school graduate94%
Parent education - some college (includes AA degree)100%
Parent education - college graduate93%
Parent education - graduate school/post graduate100%
Parent education - declined to state93%
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 Students66%
Females64%
Males67%
African Americann/a
Asiann/a
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)n/a
Economically disadvantaged65%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability66%
English learner56%
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate74%
Parent education - high school graduate62%
Parent education - some college (includes AA degree)67%
Parent education - college graduate62%
Parent education - graduate school/post graduaten/a
Parent education - declined to state57%

Math

All Students83%
Females82%
Males84%
African Americann/a
Asiann/a
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 disadvantaged84%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability84%
English learner78%
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate87%
Parent education - high school graduate71%
Parent education - some college (includes AA degree)89%
Parent education - college graduate92%
Parent education - graduate school/post graduaten/a
Parent education - declined to state93%

Science

All Students39%
Females33%
Males43%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged39%
Non-economically disadvantaged33%
Students with disabilityn/a
Students with no reported disability39%
English learner28%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate43%
Parent education - high school graduate24%
Parent education - some college (includes AA degree)39%
Parent education - college graduate38%
Parent education - graduate school/post graduaten/a
Parent education - declined to state50%
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 Students65%
Females71%
Males61%
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)n/a
Economically disadvantaged60%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability67%
English learner42%
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate65%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)72%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state33%

Math

All Students66%
Females71%
Males63%
African Americann/a
Asiann/a
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)n/a
Economically disadvantaged60%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability67%
English learner53%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate65%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)67%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state40%
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
Hispanic 95% 52%
White 3% 26%
Two or more races 1% 3%
American Indian/Alaska Native 0% 1%
Asian or Asian/Pacific Islander 0% 11%
Black 0% 6%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Female 51%N/A48%
Male 49%N/A51%
Students eligible for free or reduced-price lunch program 0%N/A55%
Source: NCES, 2011-2012

Teacher experience

  This school District averageState average
First-year teachers 12%N/AN/A
Source: CRDC, 2011-2012

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School basics

School Leader's name
  • Monique Daviss
Fax number
  • (714) 543-0026

Resources

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

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1010 North Broadway Street
Santa Ana, CA 92701
Website: Click here
Phone: (714) 543-0023

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