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Teacher quality
Principal leadership
Parent involvement
Portola Hills Elementary School is an amazing educational facility. It has some of the best teachers in the world and it's PTA involvement and membership is off the charts which enables us to have incredible, music, art and dance available to the children. The principal is above and beyond involved with the kids. He is always seen interacting with them and has been known to play his guitar at many assemblies. I love this school. Both of my children attend and I would highly recommend it to anyone in the area.
—Submitted by a parent
Last year was our first year there and we LOVE LOVE LOVE it there I have two older children in private school and I am telling you this school is just as good actually better. We were blessed enough to get Mrs. L for kindergarten and I /we could not have been any happier with all aspects of the school. Including the office staff, even the times I would forget to call my child in sick they would always call me to check in and they were never nasty always caring and kind! And as many times as I would forget I gave them every right to get a little snippy but they never did, bless there hearts! They have a tough job but they do it with heart and soul along with all the teachers and yard duty staff. Thank you Portola School we are looking forward to coming back this year! Oh and academically my son has grown by leaps and bounds, which has exceeded our expectations. We had every intention of moving him over to a private school but not now we will stay her all the way through 6th grade!
—Submitted by a parent
My son will be entering 3rd grade in the fall and has been attending since kindergarten. Thus far, we have been very pleased with PHE. We have been impressed with each of his teachers and the level of education he has received. Parent support is awesome and the TLC child-care program has been a blessing. I would certainly like the class sizes to be smaller, but that is simply not an option due to the continued cuts to education. But from what I have witnessed, strong, seasoned teachers who have control of their classrooms are able to manage the larger class sizes (along with support from parents assisting in the class). PHE has a FT librarian and computer lab and has a wonderful arts program. I do wish that there be a science-focused program implemented, one in which the children could enter projects in a science fair type situation. I definitely recommend PHE!
—Submitted by a parent
I was just promoted to seventh grade from Portola, and I enjoyed each and every year here. All of my teachers were wonderful and offered the best education. The GATE program is good also; there are certain subjects that we are put in special groups to learn more difficult things. I feel like we were prepared for junior high, because the teachers told us what to expect, and they taught us above and beyond so we could know a little extra. To add on to the great curriculum, many of my teachers taught manners to the students. I loved Portola Hills, and I recommend sending your child here.
My advice is to switch to Valencia or De Portola for GATE/advanced academic curriculum--we did exactly that and have noticed a difference now.
—Submitted by a parent
As a parent with two kids at PHE, one of whom is in an SDC class and the other mainstreamed with limited support, we have been thrilled with the curriculum and teacher dedication to it. Having come from a well regarded private school (regular ed), we found that the academic standards were actually much higher at PHE. I was in GATE my whole academic life and never found it to be much of a distinction from what my brother encountered in the regular classroom. My son's class had 28 students and his teacher knew every quirk, strength and area of interest my son had. I was shocked at how much she could recall about everything from his social habits, study skills, areas of weakness, etc. If he needed to work on holding the pencil differently, she knew it. She could recall which letters he most frequently wrote backward, etc. The special ed teacher was the same, and due to IEP standards, had charts of his behavior and perentages of goals achieved, etc. I have been in OC public schools my whole life as a student teacher, student and parent and I cannnot imagine a better school anywhere. I have heard Irvine schools are even more demanding, but unless you want to move, stick with PHE!!
—Submitted by a parent
Not sure why this school get rated what it does..but it goes to show you the ratings are nothing more than numbers...in actuality, the students are not being challenged to their highest potential..there is no development for each child to have growth..its just the standard memorize this and move on. Gate is a joke. Just harder spelling words and more math problems..nothing to challenge the development and intellectual ability of advanced students.
—Submitted by a parent
I agree with the other parent regarding GATE program at PHE. Even though the school and SVUSD says GATE students at PHE are placed in a GATE cluster class, it is not true. There is no such thing as a GATE cluster class in PHE. GATE students are randomnly placed in all classes so each teacher (GATE or non-GATE teacher) will have few GATE students in their class. So if you can, place your child in a GATE SDC school rather than at PHE. PHE is a great school if your child is non-GATE.
—Submitted by a parent
I was totally disappointed with this school. There was little educational support of my child's cognitive development. In addition, I found that I would spend a vast majority of time teaching basic concepts that my child should have learned within his classroom. I would definitely not recommend this school based on this alone. Education should be supportive of children and allow for the continual development of the child; however this was totally absent from the environment within this school.
—Submitted by a parent
If your child is gifted, consider moving elsewhere outside this attendance area like Valencia Elementary. GATE is running on fumes at PHE and essentially is little more than a label. Class sizes in 2011 are about 30 students per teacher. In fact the SVUSD's entire web site is outdated with information regarding GATE and you really have to push to get information from any of the schools. Expect to get a lot of terse, almost rude replies and the feeling of being a pest.
—Submitted by a parent
Love the School. My daughter loves it and cant wait unitl her little sister will join her at the School!
—Submitted by a parent
They are very organized when it comes to having any school event and there are many fun family activities throughout the year. The teachers have good communication when a child goes from grade to grade they know how to best accommodate for their learning style.
—Submitted by a parent
Love this school, admin, PTA and especially the teachers! I have two kids at PHE, a third grader and a kindergardner. This school not only has great API scores, but very involved parents and an excellent teaching staff. The PTA has helped us to keep our librarian and computer programs, art masters & music, while other SVUSD schools lose these important programs. Class size remins good ~ new kindergarden rooms are fabulous! Classroom size in 3rd grade is really good, they have opened up new rooms and are getting rid of the portables. In my opinion, PHE is as good, if not better, than area private schools!
—Submitted by a parent
Portola Hills continues to strive to be the best they can even when faced with serious state financial deficeits. The community pulls together to insure that our children have a well rounded education including technology training, arts education and community/family events in addition to a challenging curriculum. Portola Hills fosters an environment of high achievement mixed with the fun and adventures of just being a kid!!!
—Submitted by a parent
Love how this school finds ways to keep class sizes down & how the awesome PTA/school supports and is one of a few schools who still offers arts, music, dance & computer programs, despite all the cuts. Excellent principal, amazing teachers & of course the best students. :)
—Submitted by a parent
Portola HIlls Elementary has some of the best teachers in the district and has great support from the families in Portola Hills. We love our teachers and school!
—Submitted by a parent
The teachers are great at this school. Even though with the budget cuts the old Kindergarten and some other rooms are condemned due to sliding. I am currently a student at serrano intermediate and have noticed that the elementary music department is nothing compared to Jr High and High School levels. Largely because you only do 1 concert with 3 songs you leanr to play for the whole year. The teachers really know how to get you prepared for going on to the next grade up.
Portola Hills Elementary is the best! The Principal & teachers are wonderful and caring. My daughter Ashley, currently a 10th grader at ETHS, started going here in the 5th grade after a few years at a Catholic school in Laguna Beach. When we got to PHE we found a far better educational system and awesome teachers. I'm sorry we wasted so much $$$ on the private school and we have never looked back. Now Ashley and my first grader, Victoria are both receiving a superior education at ETHS & PHE!
—Submitted by a parent
Since 1998 We've had 3 children attend PHE. it has been a great experience. Parental involvement is high. School has great Fine Arts with music appreciation & Art Masters programs. High number of nice Christian families & teachers and is near one of the largest Christian churches in the country. New principal this year - very professional gal but don't know her well yet.
—Submitted by a parent
At the Kindergarten level, the school does a good job of utilizing the 'early birds' and 'late birds' concept. Half of the children get to school an hour an a half early and that time is spent on academics this the early kids. When there is overlap and all kids are present, that is when there is time that is conducive to group activities such as snack and time on the playground. This provides more individual attention to the kids in the academic area. Generally there are also at least 1 parent in the room that is there to assist the teacher in preparing supplies, organizing and helping kids with projects.
—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.
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.
115 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
115 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.
108 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
108 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.
97 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% 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
The state average for English Language Arts was 63% in 2012.
109 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
110 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
111 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 59% in 2012.
111 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
111 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 | 90% |
| Females | 87% |
| Males | 91% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 91% |
| Students with disability | 73% |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 89% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 96% |
| Females | 91% |
| Males | 99% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 88% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 97% |
| Students with disability | 87% |
| Students with no reported disability | 97% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 89% |
| Parent education - college graduate | 96% |
| Parent education - graduate school/post graduate | 100% |
| 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 | 81% |
| Males | 84% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 84% |
| Students with disability | 63% |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 87% |
| Males | 93% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 87% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 89% |
| Students with disability | 81% |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 87% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 96% |
| 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 | 86% |
| Females | 89% |
| Males | 85% |
| African American | n/a |
| Asian | 71% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 91% |
| Students with disability | 77% |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 80% |
| Males | 83% |
| African American | n/a |
| Asian | 79% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 85% |
| Students with disability | 85% |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 92% |
| 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 | 88% |
| Females | 86% |
| Males | 90% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 90% |
| Students with disability | 71% |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | 83% |
| Males | 88% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 87% |
| Students with disability | 80% |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 92% |
| Females | 90% |
| Males | 94% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 94% |
| Students with disability | 75% |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 94% |
| 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 | 88% |
| Females | 92% |
| Males | 85% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 91% |
| Students with disability | 85% |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 93% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 77% |
| Males | 83% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 82% |
| Students with disability | 85% |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 88% |
| 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
Grade 6
All students
Female
Male
All students
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
Fluent-English proficient and English only
Gifted and talented
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 71% | 27% | ||
| Hispanic | 12% | 51% | ||
| Asian | 10% | 11% | ||
| Two or more races | 6% | 3% | ||
| Black | 1% | 7% | ||
| American Indian/Alaska Native | 0% | 1% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 7% | N/A | 54% |
| English language learners 2 | 5% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 61% | 85% | ||
| All other non-English languages | 12% | 1% | ||
| Russian | 7% | 0% | ||
| Vietnamese | 7% | 2% | ||
| Urdu | 5% | 0% | ||
| Farsi (Persian) | 2% | 0% | ||
| Japanese | 2% | 0% | ||
| Mandarin (Putonghua) | 2% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 25 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 14 | 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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19422 Saddleback Ranch Road
Trabuco Canyon,
CA 92679
Phone: (949) 459-9370
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