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Teacher quality
Principal leadership
Parent involvement
I attended Loma Vista when I was growing up and my son now attends this school. Based on the two different experiences, I would have to say that Loma Vista is not what it was and is now just average. As part of the TUSD, I would even suggest it is below average but that is simply based upon what I have heard or read about the accomplishments of other TUSD elementary schools. The teachers are fine, the principal is good, but the parent involvement is lacking. I don't get that 'wow' feeling for my son that I myself had (and that my mother can attest to) when I attended in the 1980s. My son excels academically and I believe that if there was more to offer him, he would benefit greatly. My son has attended other public schools where the offerings were much greater and the parent involvement was great. I do believe that parent involvement is crucial and at Loma Vista there are a lot of parents that are not involved (perhaps the reason for the comments on the 'clickish' nature of the school parents). I feel that getting involved at Loma Vista is necessary to ensure that your child doesn't go unnoticed, gets challenged, while involvement in better public schools is simply part of school.
—Submitted by a parent
This School is great. We are 2 years in to it and have had 2 great years. Our child is happy and well educated. She can't wait to go back to school every Monday! There are no "in crowds" and all the parents who volunteer give everything they have for all the students. There are definitely no inappropriate occurrences like I see posted here 12/20/2013. I thoroughly investigated the matter being the concerned parent that I am. It was found to have absolutely no validity. Obviously the parent making the accusation can not be named here but, the claims were declared completely false on all levels (TUSD and Law Enforcement). It is very unfortunate that someone would post such foul and untrue things about a school that provides such a wonderful educational experience for over 400 wonderful children. Children who love their school and would be so sad to read something so awful. Shame on you. Loma Vista is a safe, great place to be. Please look into the school further than these reviews. We could always use more great families to join us. Word to the wise, where ever you end up - parent involvement IS THE KEY to your child's success. Not just the school... Parents + Teachers!
—Submitted by a parent
Loma Vista is a wonderful Elementary School. My child attended from Kindergarten through 5th grade. She had amazing teachers every year. It is a very wonderful community of parents, teachers and students. The current Principal is incredible!!!!!
—Submitted by a parent
HORRIBLE!! Do Not Send your children to Loma Vista school. I know most sites wont put up bad reviews like they say they will but I encourage you to do your research. This school is one of the very worst. You have to be in the "in club" here. Otherwise you and your child will be miserable. MAKE SURE TO LOOK INTO THIS SCHOOLS FORMAL COMPLAINTS!! Look at other reviews too like goggle and yelp. Educate your children about RED FLAGS like inappropriate touching and bullying. Protect our children. Don't contribute to the cover ups!!!
—Submitted by a parent
Our kids have been attending this school for 12 years, and will be finished this Spring. We will miss it! In terms of quality, I am extremely picky, and I would give 80% of my daughter's teachers an A, 10% a B, and 1 a C (he transferred after only one year - yeah). I think Loma Vista tries very very hard to create a safe, kind, and responsible climate, and is very successful. The PTO parents (those ones that do a huge portion of the work) are approachable, kind, and friendly. Yes, we do have a divergent community, with some students high middle class and some students receiving free lunch. Carefully consider whether your child is truly ready for kindergarten, especilally if they start school at 4 or just turning 5 - school is harder than it used to be!
—Submitted by a parent
Loma Vista has been a great school for both my children. They are submerged in many activities and the arts alike. Recently, my son attended the outdoor science program in April 2009. It has inspired a new look into science and the desire to learn more about it. This year, both my children are lucky to have teachers who are very pationate and inspirational in what they teach. Yet with the economic slow down I wonder if there is a way to save these wonderful teachers/ professionals from beign laid off from Loma Vista. Please write to your congressmen to avoid a future failure to our children and community alike. Submitted by E Munguia, parent of 4th & 5th grade students E. Munguia
—Submitted by a parent
This is great if you in the in crowd... This school reminds me of a high school click. If you are in the in crowd then you have it made. If you are not, get ready to be picked on. I like this school because they treat english as the first language and they hold high standards of learning, keeping the kids challenged.
—Submitted by a parent
Loma Vista is a great neighborhood school with lots of parent participation and extracurricular activities for the children. The arts and music are introduced to each child through programs such as Meet the Masters and John Yeiser. Lots of emphasis on reading, including DEAR (Drop Everything And Read).
—Submitted by a parent
Loma Vista is a school with a lot of parental involvement. They have the 'Meet the masters' art program which is completely run by parents. They have brought in John Yeiser's Music program, have a volleyball team for upper graders and lots of after school programs. I have been extremely satisfied with the academic programs as well. My daughter is in first grade and is reading, writing and learning mathematics above grade level. In my opinion, the school is great.
—Submitted by a parent
My grandson transferred to this school from one close by in the second grade. When we entered the school we really did not know how he would succeed because the previous school had destroyed his sense of self esteem and did not know how to help his individuality. The first few months were a trying period, but by January of that year he became Student of the Month. The school and its employees embraced him and he embraced them. He has every chance of becoming whomever he wishes to be now, academically and socially and it is all because of the dedicated folks at Loma Vista.
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.
75 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
75 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.
107 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
107 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.
83 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
83 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.
96 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
97 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
97 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 | 40% |
| Females | 41% |
| Males | 39% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 58% |
| Students with disability | n/a |
| Students with no reported disability | 45% |
| English learner | 12% |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 6% |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 47% |
| Females | 47% |
| Males | 46% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 56% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 64% |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | 27% |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 59% |
| 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 | 39% |
| Females | 44% |
| Males | 32% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 48% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 43% |
| Students with disability | n/a |
| Students with no reported disability | 41% |
| English learner | 29% |
| Fluent-English proficient and English only | 44% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 20% |
| Parent education - some college (includes AA degree) | 31% |
| Parent education - college graduate | 48% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | n/a |
| All Students | 56% |
| Females | 58% |
| Males | 54% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | 43% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 86% |
| 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 | 70% |
| Females | 73% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | 47% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 23% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
| All Students | 63% |
| Females | 61% |
| Males | 64% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | 59% |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 82% |
| 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 | 82% |
| Females | 87% |
| Males | 74% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | 44% |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 82% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 87% |
| Males | 84% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 84% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | 74% |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 83% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 79% |
| Males | 75% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | 47% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 78% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 96% |
| 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
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
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 | 47% | 49% | ||
| White | 41% | 28% | ||
| Asian | 5% | 8% | ||
| Multiple or No Response | 5% | 3% | ||
| African American | 1% | 7% | ||
| Filipino | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 29% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 33% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 88% | 85% | ||
| Korean | 2% | 1% | ||
| Arabic | 1% | 1% | ||
| Chaozhou (Chiuchow) | 1% | 0% | ||
| Hindi | 1% | 0% | ||
| Indonesian | 1% | 0% | ||
| Japanese | 1% | 0% | ||
| Khmer (Cambodian) | 1% | 0% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Russian | 1% | 0% | ||
| Vietnamese | 1% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 12 | 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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13822 Prospect Avenue
Santa Ana,
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