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Teacher quality
Principal leadership
Parent involvement
After moving to the area, we tried public school, but found our shy son was not challenged and had a hard time making friends in such big environment. As well, he continually complained he was bored. We moved him to Sycamore and I must say... the BEST decision. They have combined classes, which emphasizes my son's strengths and helps him to grow appropriately. He has grown academically and emotionally. We could not be happier with the teachers and their amazing communication with the parents. Highly recommend!
—Submitted by a parent
I can't believe anyone would post a negative comment about this school. This school is amazing! We put our son in Sycamore after much consideration and research. The teachers are top notch and very personable. So what if they don't have a "playground" they make it work, and my son has never once complained. I love this school ! To the lady who posted in November, I am a parent posting this, not a teacher. You seem generally miserable and it seems you like to complain. Hopefully you find a school for you child, that you won't complain about, however I think that will be an impossible task.
—Submitted by a parent
i love this school. And my son does too. the teachers are great! and everyone is nice.
—Submitted by a parent
As a parent of 2 students at this school, I couldn't be happier with my choice to bring them to this charter school. My oldest child is in a new style of math learning where the kids do computer lectures at home and the teacher actually helps the kids when in class. I have watched my child go from hating math to loving it. My youngest child is more advanced in all areas than the neighborhood kids that go to Ronal Reagan School. I just cant wait for a school of our own. We need a multipurpose room and cafeteria.
—Submitted by a parent
Sycamore Academy is a great school and a great choice! The children are taught to explore methods of learning that work for them. A way that is consistent with their learning style so that learning is fun. The classrooms can sometimes become what I call "organized chaos" which took some time to get used to. However, after spending lots of time in the classrooms of both of my children and after observing this "organized chaos", I see that it s actually a collaboration of young minds working together in groups to solve problems, expand their minds, think outside of the box, learn leadership and teamwork all while covering all of their subjects. Language arts, math, science, social studies, and art are often covered in one single project due to the way the curriculum is organized. The open-door policy of this school is one in which the Administrators and Teachers are always available & ready with an open door and open mind and are eager to work with you to resolve any issues. I would highly recommend spending the day there and see how special it is from the students right up to the Administrators and everyone in between.
—Submitted by a parent
As a parent who has watched their child start out at Sycamore as a below-basic 4th grader, I am extremely proud of the progress he has made. I try to do my best to sit with him as he does his schoolwork at home but the real credit goes to the upper grade teachers and staff. He now is in the 6th grade and is considered proficient and is on his way to becoming advanced according to the state tests. The improvement on the standardized tests are good but the real great part of this style of teaching is that my child is actually problem solving & learning on his own. This is better than memorizing multiple choice questions anyday. On the other hand, I am upset & skeptical of the less than handful of parents who have something negative to say about this school. These people either do not know or do not care to understand this proven system. It seems these misinformed parents have something personal against their child's teacher but if they were only to get out of their own way, their child will show progress thanks to the intelligent, selfless, & dedicated teaching staff. Thank you Sycamore Academy...Keep up the great work!
—Submitted by a parent
We love our school and are disappointed when someone does not have a great experience with us but we recognize and appreciate that this model is not for everyone, just like any model will not be a fit for everyone. Our school is in a store front and has been since we opened. Our playground is a fenced-in parking lot and has been since we opened. While not ideal, we make it work as demonstrated by our ever increasing CST and PFT scores. All of our faculty are fully credentialed and passionate about what they do. If you have a concern, we appreciate being informed and we will do what we can to help address your concern. For the person that posted on Nov. 18th, I'm sorry your experience wasn't good and you feel the way that you do. I hope you find the school that works best for you and your child.
—Submitted by a teacher
In response to the comment posted on Nov 11, your personal experience is just your personal experience. You're not an expert on the quality of every classroom and teacher. There are people who won't avert their eyes from what actually goes on in their kids classroom for the sake of harmony. Do you personally know every child? Did you know every school in CA is a school of choice? You can request a transfer in your home district or to any district you like. Sycamore is a public charter school, not a private school. The "if you don't like it, leave," mentality is the biggest barrier to school improvement. I wonder about people like you who make arrogant comments.
—Submitted by a parent
The lower grades look like they're doing a good job, but the upper grades are not. They have a crayola curriculum. The #1 activity in classrooms is coloring. They color about what they read and write more than they read and write. Their art program consists of coloring, cutting, and pasting. Reading and writing are assigned, but kids aren t really shown how to read critically or to write effectively. They re not constructivist or Montessori (furniture arrangement doesn t count, sorry). To raise their test scores, they narrowed the curriculum, or spent more time on fewer items (STAR tested items). They didn t revise instructional practices, they regrouped students. You ll find the same disappointing practices here, but there are fewer worksheets and more posters (which are just really big worksheets if you think about it). Really bad leadership and no accountability. I think the positive comments were posted by employees pretending to be parents. The negative ones are accurate. When student success occurs, it's likely due to efforts undertaken by families vs. teachers. Lets stop pointing fingers at other parents and support the kids. The kids have to come first. Education matters!
—Submitted by a parent
Sycamore has excellent teachers that go above and beyond for every child and help them become independent problem solvers, not just program them to pass a test. The administrator is always helpful as are the office staff. I am thankful to find such a great school that teaches beyond textbooks and scantrons. The school is in a store front but the classrooms are bigger than normal ones, which I like. The playground is terrible but they have done a great job with what they have. I wonder about people that complain about that...didn't you look at the school before you enrolled? As a parent that is often on campus, the biggest problem at the school are a few parents that don't understand what they are trying to accomplish..try reading the charter before you enroll your children. This is a school of choice!!
—Submitted by a parent
A disorganized mess in a store front no play ground could use a lot of improvement I don't understand test scores when my daughter tested below her grade level after we left. Now we have to catch up. And yes some of the staff seems a bit unhappy. Putting it mildly,
—Submitted by a parent
Love the school and love the teachers! Although some of the school aids could be a little nicer . Dear miss Ata...ah ,if you don't like working here or volunteering - it SHOWS! Nobody wants to see your unpleasant attitude, thank you!
—Submitted by a parent
I love this school .We had our son in ronald regan he is very smart always ahead of his class but instead of encouring him they would hold him back with everyone eles. I was affraid he would start to get in trouble because he was bored thats when I enrolled him at sycamore.Once at sycamore his teacher helped him come out of his shell and thrive he is in 3rd grade but he gets to do math with the 4th graders . I like the fact that the school is able to do this all the teachers work together and the kids benefit from this.My sons teacher Miss Gudia has done such a wonderful job helping him flourish .They also get to do art and science projects which he was not able to do at his other school .One more plus Miss Angleia who works in the office is so sweet the kids love her she is never rude to the parents.
—Submitted by a parent
Through thick and thin, from LEUSD negative comments to awesome fundraisers and giving a little man, whom was labeled difficult his academic years from pre-school to 1st, a chance to shine Sycamore and the awesome ladies like Ms. Hale , Ms. Angela and at no less Ms. Stearns, gave my little man the education and chance he deserved. Different is not negative and in this case different showed more educational gain and future promise than anything people call "Normal". This ideal is something I have learned about sycamore and have always known about my son (: Thank you Sycamore (:
—Submitted by a parent
I absolutely love this school for my daughter!! She started kindergarten shy and reserved, but over the past two years I have seen her blossom into a confident and outgoing young lady. I am amazed at the academic progress she is making and am proud to say that because of the collective efforts of Sycamore, my child, and us (her parents), she is exceeding grade level expectations in all subjects. Every childs education is tailored to their abilities, challenging but attainable goals and a plan for success are all put into place. This type of curriculum is not for every child or parent! For children and parents who require a highly structured learning method (worksheets) I would suggest a traditional public school. Rather than a top down dictated approach, Sycamore takes on a less traditional approach of bottom up. Every child dictates how the subject matter taught in class will be applied through personal selection of projects and homework. By making the children take an active role in their education, the subject matter becomes more relevant to them and their interests; School becomes less of a chore, is more engaging, and subject matter is actually absorbed.
—Submitted by a parent
I have a son at Sycamore Academy and it has been a great learning environment for him. I don't judge a school based on a website that a few parents give their opinions; I base my opinions after thoroughly checking out a school. Before placing him at Sycamore I spoke with the office staff, I took a tour, asked lots of questions and I even sat in on a class and observed his possible teacher. My concerns were addressed as were questions I didn't even think to ask and I am happy with the decision I made to place my son at Sycamore. My son is not behind or failing, but then I am not a parent who stresses about my child being a high achiever. I want my child to become the best that he can be and Sycamore is the right fit for us. He is at a school with caring staff and students that are taught that each of them matter and can make a difference in this world.
—Submitted by a parent
I have been going here since it opened.I have learend so much from when i started here.They have excellent teacher,strong leadership,and challenging academic progams.Kids make life time long friends,great learning environment.The staff helps in classrooms,principals walk through the class's and help students.I reccomend this school to every one in k through 6.
I wouldn't recommend this school! I had two students enrolled here and feel that the whole school year was a complete waste of time! I feel that my kids actually regressed while being at sycamore academy. Please parents think twice about enrolling your children here, the teachers are friendly but the curriculum is not up to par! Both my kids ending up testing below grade level when they left this school. Such a disappointment.
—Submitted by a parent
I have 2 children at Sycamore, K and 3rd. We have attended Sycamore since the first day they opened the doors, We have NEVER thought of leaving this school, and will continue to attend as long as my children are in school. My kids LOVE going to school, it has never been a fight, My son is Excelling and is above his grade level in reading and math. My daughter loves doing reaserch papers, and has no problem standing up in class reading a report. Everyone on staff knows my children and knows our family. My son Came home the other day upset that he can not stay at school as long as his older sister, and announced how much he loves Sycamore academy. If you want a great school, where You'r child is NOT just a number, and is loved by all the staff, where they want to go to school and excited about learning. Come to Sycamore!!
—Submitted by a parent
Surprised by some of the reviews I've read here but then I know you can't please everyone. I believe when it comes to our children's school - you must be involved. Read/respond to teacher emails, visit and speak with the teacher in person. Open your child s backpack every day and see if there is something in there, etc... I have two kids at Sycamore - one who has been there since they opened and I couldn't be happier - unless we had a huge grassy playground, which I'm sure we'll have someday Both of my kids are excelling at Sycamore. They have amazing teachers and they love to go to school. I'm not sure why someone said Sycamore doesn't give homework. We have homework, approx. 30min - 45min a day and that doesn't include reading which we do daily. If you are looking for a new school for your child, give any school you are considering a chance, don t just go by what you read and/or are told. I think before you can say anything about any school you must spend some time there. I ve spent 3 years here I m involved (there nearly every day) and yes, I m very happy.
—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.
43 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
43 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.
41 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
41 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.
31 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
31 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.
37 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
36 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
37 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.
31 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
32 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 | 61% |
| Females | 75% |
| Males | 48% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 68% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | n/a |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 85% |
| Males | 74% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| 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) | 78% |
| 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 | 49% |
| Females | 48% |
| Males | 50% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 32% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 51% |
| Students with disability | n/a |
| Students with no reported disability | 48% |
| English learner | n/a |
| Fluent-English proficient and English only | 46% |
| 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) | 50% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 61% |
| Females | 57% |
| Males | 65% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 42% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 66% |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| English learner | n/a |
| Fluent-English proficient and English only | 59% |
| 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) | 75% |
| Parent education - college graduate | 67% |
| 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 | 74% |
| Females | 69% |
| Males | 80% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | n/a |
| Fluent-English proficient and English only | 77% |
| 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) | 85% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 64% |
| Females | 69% |
| Males | 60% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 63% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | n/a |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 69% |
| 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 | 65% |
| Females | 56% |
| Males | 74% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| White (not Hispanic) | 74% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | n/a |
| Fluent-English proficient and English only | 66% |
| 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) | 54% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 64% |
| Females | 44% |
| Males | 83% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| White (not Hispanic) | 61% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | n/a |
| Fluent-English proficient and English only | 65% |
| 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) | 67% |
| Parent education - college graduate | 54% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 65% |
| Females | 50% |
| Males | 79% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 69% |
| White (not Hispanic) | 68% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 72% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | n/a |
| Fluent-English proficient and English only | 66% |
| 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) | 54% |
| Parent education - college graduate | 69% |
| 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 | 74% |
| Females | 70% |
| Males | 82% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 47% |
| Females | 45% |
| Males | 50% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 59% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 48% |
| Students with disability | n/a |
| Students with no reported disability | 43% |
| English learner | n/a |
| Fluent-English proficient and English only | 47% |
| 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) | 46% |
| 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
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 »
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Tips for understanding school culture
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| Students typically come from these schools | Ronald Reagan Elementary Donald Graham Elementary David A Brown Middle |
| Students typically attend these schools after graduating | River Springs Charter School Thompson Middle School, Murrieta Santa Rosa Academy, Menifee |
32326 Clinton Keith Rd.
Wildomar,
CA 92595
Website: Click here
Phone: (951) 678-5217
To start a new list, click OK. Otherwise click Cancel.
Murrieta Springs Adventist Christian School
Murrieta, CA
Cole Canyon Elementary School
Murrieta, CA
Donald Graham Elementary School
Wildomar, CA
Ronald Reagan Elementary School
Wildomar, CA
David A. Brown Middle School
Wildomar, CA
Wildomar Elementary School
Wildomar, CA
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