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Teacher quality
Principal leadership
Parent involvement
im a current magnet student and i think that ct is the best this is my last year at ct and lets just say that the kids there are not so nice but ingore it because trust me i have been picked on and i will be honest.... i have picked on some kids..... but all the teachers are nice the dance are o-mazing and the memories are unforgettable :D
its excellent because they teach you in a fun way and the teachers know how to teach
—Submitted by a student
I am a newcomer at C.T. because I am a sixth grader. So far, I think that C.T. is a wonderful school! The teachers are so nice there, well at least the Magnet teachers are. I am not so sure about the regular ed teachers, as I do not know them. Magnet is a great program and it helps you learn at a faster pace, but you remember what you learned. The kids in the Magnet program do not goof off and they are always on task. GO BULLDOGS! [:
—Submitted by a student
The teachers and staff are great and have done a wonderful job teaching my two sons.
—Submitted by a parent
The teachers r professional, the principle is nice, and the kids r mean. i am pretty short so i am the but of most jokes but i have 2 good friends. CT is fun 2 go 2 and i like it.
—Submitted by a student
I'm a current student at CTMS. It's okay. I'm a magnet student too, and I have to agree with the review posted on August 4th. I think too many of the students are caught up in being cool rather than focusing on schoolwork.
—Submitted by a student
I am a former student from CT(now to become a tenth grader) and I have to it was alright. The eduation and stuff was pretty good but I agree with the comment below mine: The kids are not all that nice at some points. There are racial problems also if you are not part of the race with the most people. My friend once told me he saw some kids doing drugs in the bathroom. But that is not that common. People didn't really bother me because I am tall and usually have a serious face. But for others, they are not that lucky.
i'm a 7th grader at columbus tustin and i have had some 'interesting' experiences there...some good,and some bad.i am in the magnet program,and to me the school would be way better if the kids were a little,let me say....'nicer'. i love the academics and i adore the teachers and field trips,but the kids aren't always so friendly.its a great school,but i just wanna warn you.the week ones better watch out.
—Submitted by a student
I'm a parent of a magnet student and given the choice I wouldn't send my daughter anywhere but Columbus Tustin. There's a great group of teachers and good parental involvement.
—Submitted by a parent
Columbus Tustin is a good school with lots more potential. Like most schools there are challenges. CT has proven to challenge and support my child through the 'Magnet' program. Now in high school, she learned such great study habits at CT, she is not stressed out over her honors classes at all. My son is starting at CT, and with a new principal we are excited about a new year. All schools have challenges. If you don't like what you see or hear, maybe you should try changing it before you abandon it. And, for the parent that had nothing good to say about CT, too bad you couldn't explain what it is about the school you don't like. Some of us would've liked to answer you.
—Submitted by a parent
I'm a student at C.T going into eighth grade and I think my school is 'O.K.' It's got a great Physical Education program with great P.E teachers. As far as academics is concerned, I would say they are average. That is speaking for the kids not in the 'Magnet Program.' The 'Magnet Program' is very good and a lot of smart people are in it. The seventh grade honors core teacher is tough but a good teacher. The eighth grade honors core teacher is really cool. O.K, that's it. GO CT!
—Submitted by a student
I do not recommend columbus tustin middle school, at all!
—Submitted by Concerned Parent, a parent
I'm very happy that my son had such talanted bright teachers as Monica Azimioara (Math and Science) and Drew Simpson (English) at Columbus Tustin Middle School.
—Submitted by a parent
I'm very glad my two girls went to CT for middle school. Mr. O'D, the principal, is bringing lots of new ideas to the campus. CT has a wonderful Band/Orchestra program as well as the Science and Math Magnet which is headed up by the TUSD 2003 district teacher of the year, Monica Azimioara.
—Submitted by a parent
Columbus Tustin is a very cool school. the school has a great principle. the teachers are professional and full of education. and the students love being a Columbus Tustin Bulldog!! Go C.T Bulldogs!!
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 63% in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
2012
2011
2010
2009
The state average for Science was 60% 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.
282 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
281 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 Algebra I was 86% in 2012.
67 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
283 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
215 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 Algebra I was 49% in 2012.
233 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
299 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
64 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
315 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
302 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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| 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) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| 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) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| 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) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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) | n/a |
| Parent education - college graduate | n/a |
| 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 | 57% |
| Females | 61% |
| Males | 52% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | 20% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 44% |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | 68% |
| All Students | 55% |
| Females | 53% |
| Males | 57% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| 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 | 46% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | 24% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 52% |
| Parent education - high school graduate | 31% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | 64% |
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 | 89% |
| Females | 87% |
| Males | 92% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 90% |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 92% |
| Non-economically disadvantaged | 88% |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| 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 | 93% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | 76% |
| Males | 70% |
| African American | n/a |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | 34% |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 53% |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | 76% |
| All Students | 78% |
| Females | 79% |
| Males | 78% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | 67% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 81% |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 78% |
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 | 42% |
| Males | 38% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 40% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 41% |
| Students with disability | n/a |
| Students with no reported disability | 41% |
| English learner | 27% |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | 38% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 50% |
| All Students | 58% |
| Females | 70% |
| Males | 46% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 83% |
| Students with disability | 18% |
| Students with no reported disability | 59% |
| English learner | 8% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 30% |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | 59% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 65% |
| Females | 68% |
| Males | 63% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 51% |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 76% |
| Students with no reported disability | 67% |
| Fluent-English proficient and English only | 66% |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | n/a |
| All Students | 52% |
| Females | 57% |
| Males | 48% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 75% |
| Students with disability | 15% |
| Students with no reported disability | 56% |
| English learner | 8% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | 50% |
| All Students | 77% |
| Females | 76% |
| Males | 78% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 89% |
| Students with disability | 43% |
| Students with no reported disability | 79% |
| English learner | 41% |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 63% |
| Parent education - high school graduate | 74% |
| Parent education - some college (includes AA degree) | 89% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | 72% |
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 6
Grade 7
Grade 8
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
English learner
Fluent-English proficient and English only
Gifted and talented
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
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 73% | 49% | ||
| White | 16% | 28% | ||
| Asian | 5% | 8% | ||
| African American | 2% | 7% | ||
| Filipino | 2% | 3% | ||
| Multiple or No Response | 1% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 30% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 68% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 98% | 85% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Hindi | 0% | 0% | ||
| Khmer (Cambodian) | 0% | 0% | ||
| Portuguese | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 7 | N/A | 11 |
| Average years teaching | 11 | 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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17952 Beneta Way
Tustin,
CA 92780
Phone: (714) 730-7352
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For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
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