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GreatSchools Rating

Hewes Middle School

Public | 6-8

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 3 ratings
2012:
No new ratings
2011:
Based on 1 rating

Teacher quality

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Parent involvement

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23 reviews of this school


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Posted June 21, 2014

2014 is the final year at this school.we left it with a great feeling of satisfaction ..7 years for my 3 kids no complaint,no problem,the teacher ,direction. are..very cooperative ,the students and parents are very friendly ...my daughter ends this year with a straight A , .. ...thank you for all the hewes staff member teacher,students parents ....
—Submitted by a parent


Posted April 22, 2014

This is our sixth and final year at Hewes. Both of our kids have had superior core teachers every year for English and Social Studies. We have had extremely weak math teachers nearly every year. with the second one, we decided to stop complaining and hire a tutor. Every school has its weak spots-just frustrating when middle school math skills affect high school capabilities negatively. Administration has been excellent, control of behavior fine, and the overall experience very good.
—Submitted by a parent


Posted October 8, 2013

I read some of the negative reviews and have to disagree. The staff has been very cooperative with me, even when my son forgot his lunch at home. In fact, when my daughter left an important assignment at home, she was allowed to go to the office, call me, and request that I drop it off so she would get full credit. The teachers are very communicative and if you don't know how your student is doing it is because you, the parent, are not engaged. The principal is so warm and kind to the students; my daughter just loves her. Couldn't be happier!
—Submitted by a parent


Posted June 2, 2013

now we are at the end of our first year. I still say the teachers are responsive, but not proactive. In other words, if you kid is struggling in class, you as a parent better be on top of it, and be in contact with the teacher, because all we've gotten is "progress reports" sent home, but this is only after there's problem. Teachers don't email you or ask you in to discuss anything. I've had to request conferences just so I can see the actual test he's taken because they won't release them. It's a bit frustrating. However, the teachers have been accommodating about meetings, are responsive to emails, and overall my son likes it there. Campus seems to be fairly well supervised. But it sure it as change from our experiences in elementary school -- much more detached.
—Submitted by a parent


Posted January 9, 2013

I have to agree with some of the comments left about Hewes. I think their envolement with being "politically correct" has become it's main focus and not on it's students. My daughter forgot her lunch one day. I took it into Hewes around the ten o'clock hour and was told they WOULD NOT contact her or even let her know that her lunch was there. When I asked them what they thought my daughter would do now with no lunch, all I got was a blank stare. There was no concern my daughter would go hungry that day, only a reprimand of me because I was asking them to give my daughter her forgotten lunch.....we took our kids out.
—Submitted by a parent


Posted September 14, 2011

I think Hewes is a great school! Classes are very informational, and most teachers incorporate some fun into lessons. If we don't understand anything, teachers are always willing to put their time in to help us. We do get a lot of homework, but most of the time, we are given class time to complete them. I take a long time doing homework, but mostly because I procrastinate and get distracted easily. Last year, rules on homework were very strict. If you missed a homework assignment, intervention, NOT detention, as stated in other reviews, was assigned. Interventions were either during recess or lunch, and we were allowed to eat a snack or lunch during it. Now, interventions have been removed, and we just don't get full credit for missing homework, but getting 2 missed assignments will result in a detention. Some other reviews were complaining about the no cell-phone policy. I think that it's a reasonable rule because there is no way to learn while texting on your phone. Teachers sometimes use them because they have to, and they know how to restrict themselves. Overall, Hewes is a fabulous school! 1 thing I'd like to see is more student leadership positions like president, etc.


Posted March 27, 2010

I agree with the student comment about negative consequences. I have older kids that went to Hewes. I think the culture and environment has changed a lot since they implemented the no grace policy they now have. The kids might conform to avoid punishment, but they loose some of the joy of learning.
—Submitted by a parent


Posted August 31, 2009

I am attending this school currently and, i think that they do not give us enough freedom. The rules are to strict. If you miss one assignment, you get detention. I do not think this is fair at all.Other than that, it is a great school with a great educational program
—Submitted by a student


Posted March 31, 2009

This school is alright, however they could lo9wer their prices on foods easily!!! $2.50 For 1 slice of pizza! and $1.25 For a gatorade bottle half the size of the $0.50 Ones at the market. Besides the prices, the only other problem is how badly students are treated. A detention is assigned for every missed assignment, and my child cant even get lunch sometimes if he has lunch detention. Not only that but they give students almost no rights. They can confiscate your cell phone for using it at all but the teachers disrupt the class all of the time to answer cell phone calls. It is a joke!!
—Submitted by a parent


Posted January 13, 2009

Strong Science and Social Studies programs. Average reading program. Weak writing and math programs. You'll have to supplement starting in 6th grade in order for your student to be ready for any high school honors program.
—Submitted by a parent


Posted July 23, 2008

Hewes is a great school with supportive administration and quality teachers. I feel safe having my two children attend this school because of the fair rules that are set and followed through. The principal and AP are always visible on campus. PTA at Hewes is very active and supportive of all school events. Hewes students are well-rounded students.
—Submitted by a parent


Posted February 27, 2008

I recently graduated from this school and I personally thought it was a very negative enviroment and I would not willingly send my child to this school. The teachers treat the students with little to no respect and assign a lot of home work. The cafeteria prices are high and the most of the rules are unecesary and strip the students of many rights. Recently the rules became stricter, where a student that forgets one homework assignment receives a detention.
—Submitted by a parent


Posted December 6, 2007

This school is very restrictive in what it allows students to do.
—Submitted by a parent


Posted November 29, 2007

Hewes is a great school with caring administration, teachers and staff. I suppose some students don't like having to follow school rules, most of the students appreciate the school's learning enviroment. The principal has an open door policy and is willing to talk to any one with a concern. There are opportunities for parents to help with the student store (open daily), Junior Great Books, registration, school dances, and other programs both during the school day and after school. All school rules are clearly spelled out in the school planner provided to each student. A great educational enviroment that prepares the students for high school
—Submitted by a parent


Posted November 22, 2007

I attended this school from 2004-2007. Personally, I hated it. Students were restricted from things such as hugging, their cafeteria has unreasonable pricing and I felt that I never really got much respect from the staff. I agree that the school has a very negative environment and I would not reccomend any child to attend this chool.
—Submitted by a student


Posted August 31, 2007

I had three children attend Hewes and I have to say it was the most negative environment I have ever been in with regards to schools. I am an educator myself and have even substitute taught for all of the TUSD schools and the Hewes teachers are the worst. I believe in positive criticism and supporting ALL students. It feels like juvenile hall sometimes. Parents are made to feel like their students are 'bad' all too often. Not much opportunity for parents to get involved DURING school hours.
—Submitted by a parent


Posted June 1, 2007

This is the best school I have ever enrolled my kids into. The teachers are of top quality and the Students are the finest around.
—Submitted by a parent


Posted September 21, 2006

This school has a very positive experience on my child. I am pleased to say that this school is very safe and well set up. The staff is very pleasant and kind toward students.
—Submitted by a parent


Posted April 6, 2006

Our first year at Hewes has been excellent and better than expected. We found the office staff to be more than helpful and welcoming. After observing and meeting personally with the principal, we were impressed. We have two children enrolled here and one in special education. We initially had difficulty with our paperwork at the district level, but thankfully the teacher and staff at the school stayed on top of it and helped us tremendously. Nice parents, nice kids.
—Submitted by a parent


Posted January 19, 2006

From what I have seen, nice school, nice teachers and fine administrators.
—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

902

Change from
2012 to 2013

0

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

3 / 10


API Growth scores over time

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

902

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

0

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

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)

3 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

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

264 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
89%

2011

 
 
79%

2010

 
 
81%
Math

The state average for Math was 55% in 2013.

263 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
77%

2011

 
 
72%

2010

 
 
75%
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.

78 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
94%

2011

 
 
84%

2010

 
 
98%
English Language Arts

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

305 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
84%

2011

 
 
81%

2010

 
 
79%
Math

The state average for Math was 52% in 2013.

227 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
66%

2011

 
 
61%

2010

 
 
66%
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.

237 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
47%

2011

 
 
51%

2010

 
 
55%
English Language Arts

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

323 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
82%

2011

 
 
82%

2010

 
 
81%
General Mathematics (Grades 6 & 7 Standards)

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

21 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
0%
Geometry

The state average for Geometry was 85% in 2013.

60 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
100%

2011

 
 
94%

2010

 
 
100%
History - Social Science Grade 8 Cumulative

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

331 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
79%

2011

 
 
74%

2010

 
 
72%
Science

The state average for Science was 67% in 2013.

319 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
83%

2011

 
 
77%

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

All Students87%
Females89%
Males83%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantaged56%
Not economically disadvantaged93%
Students with disability55%
Students with no reported disability89%
English learner24%
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate55%
Parent education - high school graduate53%
Parent education - some college (includes AA degree)76%
Parent education - college graduate94%
Parent education - graduate school/post graduate97%
Parent education - declined to state62%

Math

All Students80%
Females77%
Males83%
African Americann/a
Asian94%
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)86%
Economically disadvantaged59%
Not economically disadvantaged85%
Students with disability45%
Students with no reported disability83%
English learner18%
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate55%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)71%
Parent education - college graduate85%
Parent education - graduate school/post graduate92%
Parent education - declined to state54%
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 Students94%
Females94%
Males93%
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)91%
Economically disadvantagedn/a
Not economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only94%
Migrant educationn/a
Gifted and talented96%
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 graduate94%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

English Language Arts

All Students85%
Females85%
Males84%
African Americann/a
Asian94%
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged57%
Not economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate62%
Parent education - some college (includes AA degree)68%
Parent education - college graduate93%
Parent education - graduate school/post graduate88%
Parent education - declined to state82%

Math

All Students69%
Females65%
Males73%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged31%
Not economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduaten/a
Parent education - high school graduate40%
Parent education - some college (includes AA degree)43%
Parent education - college graduate82%
Parent education - graduate school/post graduate81%
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 Students59%
Females74%
Males47%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)61%
Economically disadvantaged51%
Not economically disadvantaged62%
Students with disability54%
Students with no reported disability60%
English learnern/a
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduaten/a
Parent education - high school graduate43%
Parent education - some college (includes AA degree)54%
Parent education - college graduate64%
Parent education - graduate school/post graduate70%
Parent education - declined to staten/a

English Language Arts

All Students72%
Females80%
Males65%
African Americann/a
Asian77%
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged48%
Not economically disadvantaged78%
Students with disability35%
Students with no reported disability74%
English learner0%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate25%
Parent education - high school graduate32%
Parent education - some college (includes AA degree)63%
Parent education - college graduate77%
Parent education - graduate school/post graduate87%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students0%
Femalesn/a
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged0%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability0%
English learnern/a
Fluent-English proficient and English only0%
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

Geometry

All Students97%
Females93%
Males100%
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)95%
Economically disadvantagedn/a
Not economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only97%
Migrant educationn/a
Gifted and talented98%
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 graduate100%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students76%
Females78%
Males74%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged53%
Not economically disadvantaged82%
Students with disability42%
Students with no reported disability79%
English learner13%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate25%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)61%
Parent education - college graduate84%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a

Science

All Students81%
Females86%
Males77%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged60%
Not economically disadvantaged87%
Students with disability60%
Students with no reported disability82%
English learner15%
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate33%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)74%
Parent education - college graduate86%
Parent education - graduate school/post graduate94%
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
White 60%
Hispanic 29%
Asian 6%
Two or more races 3%
Black 1%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 20%N/AN/A
English language learners 4%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

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

This school has not yet provided program information.


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13232 Hewes Avenue
Santa Ana, CA 92705
Phone: (714) 730-7348

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