Great Hearts Northern Oaks earned a State accountability rating of B (80-89) based on three domains: student achievement, school progress and closing the gaps. Scores are scaled from 0 to 100 to align with letter grades. The school scored 88 in student achievement, 74 in school progress and 92 in closing performance gaps. It scored 89 overall in post-secondary readiness, a broad term that refers to student preparedness to undertake multiple pathways after graduation, or specifically, their preparedness for college education.

On the other hand, Great Hearts Invictus also earned a State accountability rating of B. The school posted 82 in student achievement, 77 in school progress, 90 in closing performance gaps and 84 overall in post-secondary readiness.

A distinction designation acknowledges districts and campuses for outstanding achievement based on the outcomes of several performance indicators. Distinction designations are awarded for achievement in several areas and are based on performance relative to a group of campuses of similar type, size, grade span, and student demographics.

Distinction Designations for Great Hearts Northern Oaks and Great Hearts Invictus are not applicable as neither one earned a recognition for outstanding achievement in seven categories.

Based on Racial/Ethnic Groups, Whites or Caucasians comprise the biggest group at Great Hearts Northern Oaks. They make up for 48.11% of student population, followed by Hispanics (40.42%), Asians (6.92%), Two or More Races (2.80%), African Americans (1.61%) and Native Americans (0.14%).

At Great Hearts Invictus, Hispanics are the biggest group, comprising 55.23% of student population, followed by Whites or Caucasians (32.03%), Asians (4.58%), African Americans (4.25%), Two or More Races (3.81%) and Native Americans (0.11%).

Based on household incomes, the Great Hearts Northern Oaks’s economically disadvantaged students is slightly lower at 15.73% compared to 21.46% at Great Hearts Invictus.

In terms of Limited English Proficiency (LEP), a term used in the United States that refers to a person who is not fluent in the English Language, mainly because it is not their native language, Great Hearts Northern Oaks has 75 English Language Learners or ELLS or about 5.24% of student population. Great Hearts Invictus has slightly more ELLs at 89 or about 9.69% of student population.

Great Hearts Northern Oaks has no gifted and talented student, while 13.29% are in the special education program, and bilingual students comprise 4.41% students. Great Hearts Invictus has no gifted and talented student, while 12.53% are in the special education program, and bilingual students comprise 8.50% students.

74 teachers employed at Great Hearts Northern Oaks have been teaching in the school for an average of about 3 years with individual teaching experience averaging 6.8 years. The 41 teachers at Great Hearts Invictus have been serving the school for an average of 1 year with individual teaching experience averaging 2.6 years.

Of its teaching staff, Great Hearts Northern Oaks no teacher serving the school for over 30 years, has four teachers serving the school for 20-30 years, 11 teachers have worked for 11-20 years, 22 teachers have worked for 6-10 years, while 37 teachers have been serving the school for over 1-5 years, and school has no beginning teacher. Great Hearts Invictus no teacher serving the school for over 30 years, no teacher serving the school for 20-30 years, one teacher only has worked for 11-20 years, three teachers have worked for 6-10 years, while 35 teachers have been serving the school for over 1-5 years, including two beginning teachers.

In both schools, female teachers outnumber the male teachers. At Great Hearts Northern Oaks there are 49 female teachers and 25 male teachers. Of its teaching staff, 35 teachers are aides or paraprofessionals. In addition to its teaching staff, the school has eight staff members in the school administration department and 23 more working as school support staff.

At Great Hearts Invictus there are 29 female teachers and 12 male teachers. Of its teaching staff, 28 teachers are aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and 11 more working as school support staff.