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GreatSchools Rating

Acacia Elementary School

Public | K-5

 

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Living in Thousand Oaks

Situated in a suburban neighborhood. The median home value is $425,000. The average monthly rent for a 2 bedroom apartment is $1,630.

Source: Sperling's Best Places
 
Last modified
Community Rating

5 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 4 ratings
2012:
Based on 1 rating
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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11 reviews of this school


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Posted July 16, 2013

My children have attended this school for four years and we could not be more impressed with the academics, teachers, art and music it provides. The teaching staff has excellent teamwork and the students benefit daily from their well prepared content units.
—Submitted by a parent


Posted July 11, 2013

This school is wonderful. Our daughter loved going to school and loved her teacher. I have nothing but praise for the whole staff. They offer great after school enrichment classes through CRPD.
—Submitted by a parent


Posted May 17, 2013

My son has had a wonderful experience at Acacia. The teachers truly care about each student. He loves going to school everyday to learn something new and to play with his friends. I love that the staff is using technology in the classroom such as iPods to engage students in new and innovative ways to learn. I applaud the staff and students in making this a great school.
—Submitted by a parent


Posted February 11, 2013

This school fulfils all the criteria for a great school. Special mention must go to the staff and the principal all of whom work tirelessly to raise this school up to head and shoulders above anything we have previously experienced. I am from England and we would be proud to have a school of this calibre in our locality in England. The warmth and inclusiveness of the staff and the persistence in getting each child to reach his or her potential cannot be overstated. The lessons are well thought out and well followed through. Our two Grandsons are achieving all that we could hope for, well done to all concerned.


Posted June 4, 2012

Great school!! I have 3 kids there and they love it ,great teachers ,great principal this past years it have been great
—Submitted by a parent


Posted December 7, 2010

I have had one of my children go through Acacia (starting in 4th grade) who is now at Redwood; and my other since Kindergarten (now in 3rd). Acacia has excellent teachers, an involved principal, and caring parents/PTA. While impacted by state budget cuts -- still offers art, music, etc. in part due to PTA involvement.I have had my children in both private and now public school in the area, and believe that the teachers are better at this particular public school. We have been very happy as an Acacia family!
—Submitted by a parent


Posted September 17, 2010

My daughter has loved her 4 years so far at Acacia. Her teachers are always available, are dedicated and very knowledgeable about the curriculum and my child's needs. My daughter is challenged and encouraged to reach outside of the box. She loves the chorus program, her teachers and going to school.
—Submitted by a parent


Posted June 22, 2007

The kindergarten class on the Horizon Hills campus (offered by Acacia)is an excellent developmental program! It has taught us a lot about how important and special parental involvement is in our child's educational life. Ms Tina Lorch teaches in a way that inspires the kids to want to know more, and has helped instill a natural curiosity and passion for learning that my child will carry on throughout life. We believe this truly amazing kindergarten class has offered our child the best educational opportunity and has helped us as parents to be a part of it. It is critical to keep programs like this around because they work!
—Submitted by a parent


Posted September 18, 2006

My oldest went through the grades at Acacia and is now in Middle School. My two other children are enrolled at Acacia. We have been very happy with Acacia Elementary. The school is fortunate to have a wonderful active Principal and parents that bring the arts to the children through a variety of programs. Acacia is a wonderful school.
—Submitted by a parent


Posted January 31, 2006

This is an awesome school I have had two children go through the program from k-5 and have enjoyed the support and teaching of all teachers. The principal is great and always available to parents. The office staff is fantastic and the PFA is above all others.
—Submitted by a parent


Posted August 10, 2003

Acacia is a wonderful school! My son has been there for two years now, and both years his teachers were caring and compassionate. They both took time to discuss his advancement and shortcomings, and provided excellent insight as to what I could do to assist him with his education. This year my daughter starts school at Acacia as well. She has spent a lot of time there with me and is very excited to become an Acacia Cub! Acacia has an amazing amount of parental involvement. The school encourages parents to volunteer in the classromm and/or with PTA activities. Even if a parent can't commit to regularly volunteering, there are ample opportunities to come in and help out at the school (field trips, classroom celebrations, school dances, etc.). My main concern with Acacia is something that many of the schools in this district face. Currently there are still sixth graders that atend Acacia, despite the fact that Redwood Intermediate is right down the street (a 6th-8th grade school). Apparently there isn't enough room at Redwood to accomidate all the sixth graders so some stay at Acacia. There is a big age gap between Acacia's youngest and oldest students, and sometimes this can be a problem. For the most part, the upper and lower grade kids have minimal interaction (alternating recess and lunch periods, for example). However, the daycare at Acacia accomidates all grades and therefore they all interact. In this setting I have seen inappropriate interactions, mostly older kids encouraging younger kids to do things they ordinarily wouldn't do (for example, cursing or aggressive behavior). Dispite this concern, let me note that the after school daycare staff is wonderful. They are all very caring and attentive, and I feel very comfortable leaving my children there. I have seen Acacia evolve over the years--- several years ago I was a student there myself! I am pleased that my children will both be attending such an excellent school.
—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

828

Change from
2012 to 2013

-46

API Statewide Rank
(2012)

8 / 10

API Similar Schools Rank (2012)

7 / 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 did not meet all student subgroup API targets for 2013

This school's
API score

828

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

-46

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)

7 / 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.

69 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
63%

2011

 
 
67%

2010

 
 
58%
Math

The state average for Math was 65% in 2013.

69 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
64%

2011

 
 
74%

2010

 
 
64%
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.

54 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
59%

2011

 
 
56%

2010

 
 
50%
Math

The state average for Math was 66% in 2013.

54 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
76%

2011

 
 
82%

2010

 
 
71%
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.

73 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
89%

2011

 
 
89%

2010

 
 
83%
Math

The state average for Math was 72% in 2013.

74 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
85%

2011

 
 
87%

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.

52 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
82%

2011

 
 
80%

2010

 
 
77%
Math

The state average for Math was 65% in 2013.

52 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
72%

2011

 
 
79%

2010

 
 
64%
Science

The state average for Science was 57% in 2013.

52 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
84%

2011

 
 
74%

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

All Students43%
Females34%
Males51%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)54%
Economically disadvantaged20%
Non-economically disadvantaged62%
Students with disabilityn/a
Students with no reported disability47%
English learner28%
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate29%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate63%
Parent education - graduate school/post graduate71%
Parent education - declined to staten/a

Math

All Students55%
Females47%
Males62%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged27%
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability60%
English learner38%
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate29%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate79%
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 Students50%
Females57%
Males45%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged23%
Non-economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability51%
English learner5%
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 graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate54%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

Math

All Students72%
Females70%
Males74%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged55%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability72%
English learner47%
Fluent-English proficient and English only86%
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 graduate77%
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%
Females85%
Males74%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged70%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability83%
English learner50%
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate55%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)91%
Parent education - college graduate71%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Math

All Students86%
Females83%
Males91%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged74%
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability90%
English learner72%
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate73%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)92%
Parent education - college graduate88%
Parent education - graduate school/post graduate95%
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 Students70%
Females66%
Males75%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged38%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only81%
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)85%
Parent education - college graduate77%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students58%
Females56%
Males60%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged25%
Non-economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability58%
English learnern/a
Fluent-English proficient and English only69%
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)62%
Parent education - college graduate69%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students66%
Females66%
Males65%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged50%
Non-economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability66%
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 graduaten/a
Parent education - some college (includes AA degree)54%
Parent education - college graduate85%
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 State average
White 46% 26%
Hispanic 40% 52%
Asian or Asian/Pacific Islander 7% 11%
Two or more races 4% 3%
Black 2% 6%
American Indian/Alaska Native 1% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 36%N/A54%
Source: NCES, 2010-2011

Teacher experience

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

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School basics

School Leader's name
  • Kirsten Walker
Fax number
  • (805) 374-1156

Resources

Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
School leaders can update this information here.

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55 Norman Avenue
Thousand Oaks, CA 91360
Phone: (805) 495-5550

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