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GreatSchools Rating

Sumac Elementary School

Public | K-5

 

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Living in Agoura

Situated in a suburban neighborhood. The median home value is $485,000. The average monthly rent for a 2 bedroom apartment is $1,400.

Source: Sperling's Best Places
 
Last modified
Community Rating

5 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 5 ratings
2012:
No new ratings
2011:
Based on 4 ratings

Teacher quality

Principal leadership

Parent involvement

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19 reviews of this school


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Posted March 10, 2014

Our son started Kindergarten last September and he loves it. The L-STEM program is great. My son is in the dual language program and is learning Spanish. Aside from the dual language program (which is optional) he has music, computer, science and art class and visits the library once a week. I am impressed with the breadth of the program and have enjoyed meeting and interacting with the parents at the school. It is a very nurturing community.
—Submitted by a parent


Posted September 25, 2013

SUMAC Elementary is Awesome! What I liked most of all when we were visiting and deciding which school for our kindergartner was the parental involvement. I plan to do a lot of it and I'm not the only one. Our little one is learning a lot (she's in the dual language curriculum) and loves every minute of it. The first week she wanted me to stay for a little after dropping her off, now it's, "you can eave now daddy". Some of the parents in her class get together outside of school and do activities like hikes. I think we picked a great school for our little one.
—Submitted by a parent


Posted August 29, 2013

Sumac L-STEM is a gem in the Conejo Valley! The Dual Language Spanish Immersion program has been wonderful for my family. The PFA is outstanding and sponsors events throughout the year that support both the school and families. The Art/Science program is an amazing specialist program that uses hands on activities to teach students scientific concepts and then ties them into a related art activity. STEM is the future of education and these teachers have embraced it.
—Submitted by a parent


Posted August 20, 2013

My daughter graduated from Sumac three years ago and my son is currently there. My daughter has a learning disability, was struggling in school and it was extremely difficult for her (and mom and dad). Sumac and the staff were amazing with diagnosing her disability and helping her. My son is in the second grade and just scored advanced on his state testing. He was fortunate to be in the Journey's program and received such a great start with an amazing teacher. I highly recommend this wonderful school! If your child can attend this school you are very fortunate. Also, Miss Amy's Cool Club (after school enrichment program) makes a full -time working mom feel no guilt. In fact, if I arrive early to pick him up he wants me to leave so he can stay longer. I
—Submitted by a parent


Posted January 17, 2013

I have transferred my child into Sumac just this year and am elated over her improved performance both academically and emotionally. She is allowed to progress at her own pace and not held back when she needs an extra challenge. Her teachers are outstanding and patient and are as concerned with her social development as with academics. This is truly a whole-child approach to teaching and it makes all the difference in the world. The principal, Carol Martino, is a phenomenal educator as well who is genuinely interested in the success of each child and is always accessible to parents and students. She is a wealth of ideas and has the knowledge and experience to put them into action. The office staff is amazing as well and makes it a point to quickly get to know everyone well. Safety was also a prime concern as my child has severe food allergies. This school has proven to me that she is 100% safe and everyone looks out for the students at all times. The campus is clean, safe and beautiful with a warm atmosphere. I feel lucky to have found this gem of a school and look forward to seeing what new magic these educators dreams up next!
—Submitted by a parent


Posted January 11, 2013

My son transferred to this school in 3rd grade and has been there for a couple years. At first he needed a lot of support to get him on track, now thanks to their collective efforts he's doing really well. You want an amazing principal who knows every child (very well I might add), supportive administrative staff, and excellent teachers...put them here! They truly care and really educate your child and not just teach them to memorize. Not to mention the wonderful families that attend. My son is very happy and very cared for, and I'm will always be grateful.
—Submitted by a parent


Posted June 20, 2011

My daughter attended 2nd grade this year at Sumac and I couldn't be happier. She has thrived. The teachers and principal seem to really care about the kids progress. They take the time to get to know the kids each individually and seem to adjust approach depending on needs. I have been very impressed and look forward to 3 more years at this school.
—Submitted by a parent


Posted February 7, 2011

I appreciate how all students are valued and are able to learn in a nurturing, yet supportive environment. The curriculum keeps students engaged and challenged, but not to the point of frustration.
—Submitted by a parent


Posted January 26, 2011

Both of our kids attend Sumac and we have really enjoyed the experience. The school has strong parent participation, a terrific staff of teachers and amazing enrichment programs like music and PE. We are also very enthused about the technology focus that the school has adopted.
—Submitted by a parent


Posted January 23, 2011

Our children are in 1st and 3rd grades and we are in our second year at Sumac. We could not be happier with the staff, teachers, and principal. This is the most racially/ethnically diverse school in the area and the parents and the whole school embraces multiculturalism. Our children participate in their top-notched strings program and chorus. My son plays the violin wonderfully and the music director, Peggy McClintick is phenomenal. She has the 1st year and advanced year violinists perform in the annual Lindero Canyon Middle School's Fiddlefest. This experience is first rate for our young performers. Also, the principal, staff, and a core group of parents are forward thinkers. They are about to launch an exciting program that enhances global literacy through a language immersion program in Spanish and Science, Technology, Engineering, and Math (STEM) that is fully integrated. Wow!!! This is exciting. If we were looking to send our child to a top notched public school in the area that embraces diversity on many fronts and embraces 21st century learning to produce competent global citizens, I would choose Sumac hands down.
—Submitted by a parent


Posted November 11, 2010

My child is in 5th grade and we are at our 6th year at Sumac. I couldn't be happier with the teachers or the curriculum. There is a music teacher, strings program and the finest PE teacher I have ever met. The principal is installing some very forward thinking programs in the near future including a STEM program and full immersion Spanish program for families who want to participate. These new programs sound so exciting I wish I had another child to send through. As for the comment below about security that is ridiculous. In the first place their child was under the supervision of the YMCA - an after school program - not Sumac. In the second place there is not one school in the district that is completely locked. In fact I have personally been on 7 of the 8 elementary campuses and Sumac is by far the most difficult to get into and the most gated. I have been a substitute in the district and if I were able to choose among all the elementary schools regardless of where I lived I would definitely choose Sumac.
—Submitted by a parent


Posted September 17, 2010

Our 6 year old wandered 1/2 mile off the campus while under the supervision of the on-property YMCA that is contracted by the district! The school fails to lock the campus to prevent random people from entering the campus or kids from wandering off. This happened after we raised security concerns with the principal. Her response...they haven't had a problem in 25 years...WHAT?!? Does she watch the news? She told us that if parents saw someone they didn't know on property, they'd ask the person who they are. I said that I was new and that I've been on and off the property without kids - nobody had ever asked me...and added that any of the adults wandering the campus at the time could be up to no good. The superintendent basically said that he doesn't want to take responsibility for security b/c they'd be liable if something
—Submitted by a parent


Posted August 24, 2010

My 5th grade spent 6 years at Sumac. A wonderful family like atmosphere at Sumac. The staff, teachers, principal and parents really care about the well being of the children. The parents at Sumac real and dedicated to providing all the kids with the best opportunities. The teachers have been caring and challenging. The principal has a vision for Sumac which has provided PE twice a week , a strings program, many great ideas. Our family loved Sumac!
—Submitted by a parent


Posted September 16, 2009

Sumac is a great school. It is a very diverse and the pricipal is awesome!!!
—Submitted by a parent


Posted May 14, 2008

We've been at Sumac a few years and I've been happy with it most of the time. I have been very happy with the improvements that came with the new Principal. She is very thorough and on the ball. In our three years in this school, it's been a roller-coaster. Our first year was rough. Teacher wasn't great - bad fit for our child. Spent the next year recovering and this year's been pretty good. Our oldest struggles and the school has been helpful in getting the help we need. Our younger has a fantastic teacher. Next year the campus of an 'alternative' school will be moving to this campus, and I am concerned it will effect the rest of the school. However, I believe since the principal is SO strong she will keep an excellent balance.
—Submitted by a parent


Posted August 21, 2007

Sumac has the high level of personal dedication from staff that is needed to make a public school stand out from the rest. Although it took me a while to warm up to the staff, I do have to say that they are very accommodating to the children. My son has special physical needs as well as an independent education plan (IEP), which they have really been on top of. Their personal involvement in my son's education makes this school exceptional to me. Without a doubt better than Willow across the street or any others in the area.
—Submitted by a parent


Posted June 27, 2007

Nice neighborhood school. After-school YMCA program is very overcrowded with no structure.
—Submitted by a parent


Posted February 18, 2006

Student workload is reasonable. High parent involvement. Well organized, good location. School provides after-school opportunities for child care as well as enrichment. Concerned teachers and administration. Our child really likes Sumac.
—Submitted by a parent


Posted September 29, 2005

Sumac is a wonderful school! Both my children attended K-5 and had a great educational experience. Top rate teachers as well as specialists for computers, science, music, p.e. (Great p.e. teacher who has been at Sumac forever) Chorus program offered and 4-5 students have the opportunity, due to a very generous 2nd grade teacher, to learn to play the flute. Not as homogenous as some other LV schools, which we liked -- better representation of the 'real' world outside our pearly gates... Enrichment classes offered after school.
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

877

Change from
2012 to 2013

-8

API Statewide Rank
(2012)

8 / 10

API Similar Schools Rank (2012)

9 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2013

This school's
API score

877

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

-8

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

8 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

9 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 56% in 2013.

56 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
75%

2011

 
 
61%

2010

 
 
60%
Math

The state average for Math was 65% in 2013.

56 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
74%

2011

 
 
74%

2010

 
 
70%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

65 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
59%

2011

 
 
67%

2010

 
 
77%
Math

The state average for Math was 66% in 2013.

65 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
84%

2011

 
 
87%

2010

 
 
90%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

64 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
83%

2011

 
 
84%

2010

 
 
87%
Math

The state average for Math was 72% in 2013.

64 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
75%

2011

 
 
88%

2010

 
 
79%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

60 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
78%

2011

 
 
89%

2010

 
 
86%
Math

The state average for Math was 65% in 2013.

60 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
78%

2011

 
 
77%

2010

 
 
85%
Science

The state average for Science was 57% in 2013.

60 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
79%

2011

 
 
82%

2010

 
 
85%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

All Students69%
Females67%
Males71%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged38%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability67%
English learner47%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)71%
Parent education - college graduate71%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students82%
Females79%
Males84%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged77%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability81%
English learner73%
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)86%
Parent education - college graduate76%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students77%
Females74%
Males79%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged59%
Non-economically disadvantaged83%
Students with disability64%
Students with no reported disability80%
English learner70%
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate58%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)76%
Parent education - college graduaten/a
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

Math

All Students82%
Females74%
Males87%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged71%
Non-economically disadvantaged85%
Students with disability82%
Students with no reported disability81%
English learner78%
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate75%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)82%
Parent education - college graduaten/a
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students75%
Females77%
Males74%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged36%
Non-economically disadvantaged86%
Students with disability46%
Students with no reported disability82%
English learner50%
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate60%
Parent education - some college (includes AA degree)45%
Parent education - college graduate89%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Math

All Students71%
Females77%
Males68%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged36%
Non-economically disadvantaged82%
Students with disability46%
Students with no reported disability78%
English learner58%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate67%
Parent education - some college (includes AA degree)45%
Parent education - college graduate79%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students73%
Females85%
Males68%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged55%
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate94%
Parent education - some college (includes AA degree)63%
Parent education - college graduate58%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

Math

All Students58%
Females70%
Males53%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged27%
Non-economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate63%
Parent education - some college (includes AA degree)31%
Parent education - college graduate67%
Parent education - graduate school/post graduate71%
Parent education - declined to staten/a

Science

All Students66%
Females70%
Males65%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged45%
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate81%
Parent education - some college (includes AA degree)56%
Parent education - college graduate58%
Parent education - graduate school/post graduate79%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
White 56% 26%
Hispanic 32% 52%
Asian or Asian/Pacific Islander 5% 11%
Two or more races 5% 3%
Black 2% 6%
American Indian/Alaska Native 1% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 6%N/A55%
Source: NCES, 2011-2012

Teacher experience

  This school District averageState average
First-year teachers 11%N/AN/A
Source: CRDC, 2011-2012

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School basics

School Leader's name
  • Carol Martino
Fax number
  • (818) 889-6729

Resources

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

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6050 North Calmfield Avenue
Agoura, CA 91301
Website: Click here
Phone: (818) 991-4940

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