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GreatSchools Rating

Big Springs Elementary School

Public | K-6 | 662 students

 

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Last modified
Community Rating

4 stars

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

Teacher quality

Principal leadership

Parent involvement

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17 reviews of this school


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Posted August 30, 2013

Big Spring is a wonderful School. Both my children are doing great, learning a lot and have had very good teachers.
—Submitted by a parent


Posted August 23, 2013

Big Springs has been great, This my granddaughter's seventh year. Her teachers have made learning fun. I'm sure she is ready for middle school next year, Love our principal and PTA.


Posted April 1, 2013

This school is amazing! The level of parent and teacher involvement is remarkable. I am so pleased with this school. The PTA is awesome too!
—Submitted by a parent


Posted November 18, 2012

Love this school! I have two children attending Big Springs. The teachers and staff are amazing. There is so much parent involvement and this makes the school a better place for our children. The PTA offers so many extra programs to make this school even more special.
—Submitted by a parent


Posted October 12, 2010


—Submitted by a parent


Posted April 21, 2010

I love this school. They have such great teachers and staff and the kids always come first. My kids have thrived there!
—Submitted by a parent


Posted April 5, 2010

My kindergardner and I love Big Springs. Great Staffs and Great school
—Submitted by a parent


Posted September 28, 2009

We also moved to Simi from porter ranch Where my Kids attend a High Achieving school at first it was a shocker due to the low Parent involvement (financial). We came from a school that raised a lot of money for the kids, at Big Springs you don't have that. The staff does a great job with what they have and Miss Radloff is a no non sence person she runs a great ship. All my kids did great there and I still have one there.
—Submitted by a parent


Posted August 26, 2008

I'am a Grandparent and find this an excellent and caring school, I'am happy my Granddaughter attends this school.


Posted July 28, 2008

I really love this school. I debated on sending my children to private school, but I had heard such great things about Big Springs, I thought we'd try it first. All of my kids are currently attending school here or will be soon. I have been extremely pleased with the staff and all of the teachers they have had through the years. The PTA and most of the parents are committed to donating their support (in too many ways to count) to the school. I feel that we made the right choice for our children's education.
—Submitted by a parent


Posted November 23, 2007

My daughter just started Kindergarten this year. It has been a great experience. her teacher is great with the kids.
—Submitted by a parent


Posted March 27, 2007

We love Big Springs Elem. school. The teachers are wonderful and the principal is so involved and caring. The parent involvement is first class. The PTA is very strong and does a lot for the school. I wish they had a full day Kindergarten program and more programs afterschool, however.
—Submitted by a parent


Posted March 3, 2006

So far so good! My Kindergardner is thriving @ Big Springs and loving it!
—Submitted by a parent


Posted January 25, 2006

SImi Valley schools are known for their academic performance and Big Springs is no exception. Big Springs is listed as a 10 out of 10 in the state API index. The teachers are great and when it comes to parent involvement, there is never an empty seat, from PTA meetings, field trips to the special events held almopst weekly. I am certain you couldn't get a better education at a private school. No disapointments here, whatsoever.
—Submitted by a parent


Posted August 25, 2005

Big springs elementry school was a very big dispointment. My experience with the principal as well as the teachers was horrifying. The pricipal was extremely unprofessional in both her attitude and appearance. I was unhappy with their attitudes, and their inability to recognise a parent for their efforts and what they are trying to accomplish as a team for the sake of the childs education. I felt judged, ridiculed, and demoralized, and labeled as person based on the principles veiws of what she feels are proper morals and values. Due to a divorce and having to relocate my child had excessive absences, and staff repremanded her in such a manner that she started to show low self esteem and low self worth. Adapting to new surroundings, new school, and new city was hard enough on my child. I was extremly dissatisfied with the principal and staff!
—Submitted by a parent


Posted May 2, 2005

Thank You for allowing me to student teach at your wonderful school. Mrs. Dianne Brunner was the best mentor I could have had, and Mrs. Radloff was helpful and kind. The children were good students and quick to learn. Again, thank you for this opportunity.
—Submitted by a former student


Posted January 31, 2005

I have been extremely impressed by the level of participation given by the teachers. The don't hesitate to give extra time to benefit the students. This school boasts a music program with an extracurricular student choir and bell orchestra. They often have student drama productions. The classrooms are dynamic. The student's manners and discipline upon the school grounds are incredible. The school facilities, while aging, are impeccably clean and well cared for daily. The teachers are obviously well supported by their administration and is shows in their creativity and their students.
—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

911

Change from
2012 to 2013

-12

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

9 / 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

911

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

-12

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)

10 / 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)

9 / 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.

104 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
81%

2011

 
 
84%

2010

 
 
78%
Math

The state average for Math was 65% in 2013.

104 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
82%

2011

 
 
88%

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 46% in 2013.

83 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
80%

2011

 
 
77%

2010

 
 
56%
Math

The state average for Math was 66% in 2013.

83 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
92%

2011

 
 
87%

2010

 
 
80%
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.

91 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
88%

2011

 
 
85%

2010

 
 
89%
Math

The state average for Math was 72% in 2013.

92 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
93%

2011

 
 
85%

2010

 
 
89%
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.

90 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
79%

2011

 
 
81%

2010

 
 
84%
Math

The state average for Math was 65% in 2013.

92 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
80%

2011

 
 
83%

2010

 
 
80%
Science

The state average for Science was 57% in 2013.

90 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
78%

2011

 
 
89%

2010

 
 
84%
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.

87 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
92%

2011

 
 
84%

2010

 
 
91%
Math

The state average for Math was 55% in 2013.

88 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
89%

2011

 
 
84%

2010

 
 
95%
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 Students75%
Females77%
Males72%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged73%
Not economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)62%
Parent education - college graduate89%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Math

All Students83%
Females85%
Males80%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged82%
Not economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate70%
Parent education - some college (includes AA degree)67%
Parent education - college graduate92%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

All Students77%
Females80%
Males74%
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)77%
Economically disadvantagedn/a
Not economically disadvantaged78%
Students with disability18%
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate86%
Parent education - some college (includes AA degree)62%
Parent education - college graduate90%
Parent education - graduate school/post graduate82%
Parent education - declined to staten/a

Math

All Students88%
Females90%
Males86%
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)87%
Economically disadvantagedn/a
Not economically disadvantaged89%
Students with disability55%
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate92%
Parent education - some college (includes AA degree)76%
Parent education - college graduate97%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

All Students88%
Females97%
Males83%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantagedn/a
Not economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate79%
Parent education - some college (includes AA degree)82%
Parent education - college graduate96%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students90%
Females91%
Males90%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino94%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantagedn/a
Not economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate84%
Parent education - some college (includes AA degree)86%
Parent education - college graduate96%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

All Students85%
Females90%
Males82%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino87%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged75%
Not economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate71%
Parent education - some college (includes AA degree)87%
Parent education - college graduate87%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students97%
Females97%
Males96%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)96%
Economically disadvantaged100%
Not economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only97%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate100%
Parent education - some college (includes AA degree)90%
Parent education - college graduate100%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Science

All Students92%
Females92%
Males92%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino93%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged73%
Not economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate86%
Parent education - some college (includes AA degree)90%
Parent education - college graduate96%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

All Students79%
Females79%
Males79%
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)80%
Economically disadvantaged58%
Not economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate64%
Parent education - some college (includes AA degree)79%
Parent education - college graduate92%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students74%
Females64%
Males82%
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)77%
Economically disadvantaged54%
Not economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate52%
Parent education - some college (includes AA degree)68%
Parent education - college graduate92%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
White 67%
Hispanic 17%
Asian 11%
Two or more races 5%
American Indian/Alaska Native 0%
Black 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 12%N/AN/A
English language learners 7%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

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Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab
School leaders can update this information here.

Let your school shine!

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School basics

School Leader's name
  • Lori Rangel
Fax number
  • (805) 520-6103

Resources

School facilities
  • Computer lab
  • Library
School leaders can update this information here.

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3401 Big Springs Avenue
Simi Valley, CA 93063
Phone: (805) 520-6710

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