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GreatSchools Rating

Deer Canyon Elementary School

Public | K-6 | 661 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 3 ratings
2012:
Based on 1 rating
2011:
Based on 1 rating

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18 reviews of this school


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Posted November 21, 2013

You must have been stuck with Mrs. Reyes also. What a waste of time she is.
—Submitted by a parent


Posted August 19, 2013

Great schoo my daughter goes to school there the teachers are great and always available.My daughter is in second grade now but she had agreat first grade teacher in Ms.poole that prepare her for the next grade. The principle is great very involved and always willing to listen to concerns from parents.I love the school and I would highly recomended.
—Submitted by a parent


Posted May 16, 2013

This was the first year with Deer Canyon Elementry. My Grandson attended first grade this year, his teacher Miss Poole was awesome. The whole staff has been awesome, communication was great, lots of parental involvement.


Posted December 4, 2012

I LOVE this school. Not only did I attend Deer Canyon from K through 6 but now my daughters are attending there as well. I was prepared and ready for Jr. High and now have a Masters. I am a school psychologist. Deer Canyon was where I began to love school and learning! I see the same thing in my daughters - they LOVE Deer Canyon as well. Anytime I have concerns I can email the teacher and get a response the same day. I have nothing but positive things to say about Deer Canyon Elementary School! I am ALWAYS welcome in the classroom whenever I have a day off and my girls don't. Anytime I want to volunteer I can even when I notified the teacher the day of. Way to go Deer Canyon!!!
—Submitted by a parent


Posted July 18, 2011

Not having much luck getting really good teachers at this school the past couple of years, and my childs education has suffered for it. We will see how it goes this year
—Submitted by a parent


Posted September 9, 2010

My child has attended Deer Canyon for four years. Unfortunately this school does not promote or encourage parental help in the classroom, even when it is offered. This is very disappointing since it is in the child's best interest to have family involved in their education as much as possible. My child's third grade teacher hasn't responded to emails either. Where is the feedback? Where is the parent/teacher teamwork? One thing I can see is strong principle leadership at Deer Canyon.
—Submitted by a parent


Posted June 16, 2010

Deer Canyon is a wonderful school I have Two children that are current students and one that is now at Los Osos High School. The teachers are great and the principal is wonderful. My high school student was well prepared for Jr high and High School.
—Submitted by a parent


Posted February 7, 2010

I havetwo children, one a foster child, in Kindergarten at Deer Canyon. My foster child is behind and delayed because he has never attended school before. My other child is near the head of her class. I love this school,the teachers, and administrators. They have been super sensitive to my childrens' 'different' family and my kids' needs. Both of my children have blossomed in this school and are thriving. The teachers have been available to us and extremely helpful. My foster son is receiving speech therapy and is set up for counseling through the school to help him gain coping skills to deal with being removed from his biological parents. Deer Canyon might not be new and beautiful, but it is what's on the inside that counts. In this case, you will find caring teachers who are committed to their students' success.
—Submitted by a parent


Posted October 3, 2009

The teachers are very caring,I love the school spirit everyone has!
—Submitted by a parent


Posted February 17, 2009

My child attends their k program, however, it is more of a review since she learned it all in preschool. She is just beginning to feel slightly challenged but those first months she did not want to go to school and expressed she was bored
—Submitted by a parent


Posted October 18, 2008

I am so disappointed with Deer Canyon. I agreed with the parent who posted September 4, 2008. There is no supervision for the Kindergartens! I only see one proctor working with all those kids in the morning. There is no way she can watch the kids line up on the wall and at the same time parents dropping their kids off . What is the prinicpal thinking? I also agree with the curriculum that they have is just not challenging. The principal and the school has no quality and is below satisfactory.
—Submitted by a parent


Posted September 5, 2008

Very good school. Parents and teachers work together to make the school a fun and safe place
—Submitted by a parent


Posted September 4, 2008

This is my daughters second year at Deer Canyon and so far I've been completely disappointed in the lack of quality at this school. On the first week of school last year I witnessed five and six year old wandering around the campus not knowing where they were supposed to be with no supervision at all. The communication between the school and parents is below satisfactory. We have not been informed of the proper pick up and drop off procedures. When I go to pick her up there is a line of cars around the block and all the kids from first through sixth grades are just set free and there is only one proctor attempting to supervise all of this. I find the curriculum mediocre. There is nothing creative, challenging or remotely interesting about it. My daughter is being taught all the same basics she already learned in preschool. Disappointing!
—Submitted by a parent


Posted August 24, 2008

I have been a Deer Canyon Parent for 8 years now, and I can truly say this school is wonderful. Our principal is simply the best there is, and she is gradually implementing changes and improvements to the programs and I can really see how they are changing the school for the better. Our PTA is amazing as well. They are very active and supportive and really help to keep programs alive and active that might otherwise be cut by the budgets. We have great teachers as well, that care about their students. Overall, Deer Canyon is a great place to learn, and I am glad my children have and will continue to attend there.
—Submitted by a parent


Posted August 24, 2008

my kids started in K and now in 3rd, sadly we are having to move to an area where the schools have a much lower rating and I'm a bit worried. Deer Canyon has pushed my kids to stay on top of their own level. I love the teachers here. they even keep me on my toes. however, if i see a drop in my kids education, you can bet they will be back at DC. they can stay nights w/dad so they can continue a super, top notch education.
—Submitted by a parent


Posted April 24, 2007

Personally I believe Deer Canyon is such a wonderful and safe school. I just left there to move to Las Vegas and my child was in 6th grade there. He is now reviewing here what he has learned there in 4th grade. I regret moving here and love everything about Deer Canyon besides all of the teachers substitutes during the week so they can go to meetings and so forth
—Submitted by a parent


Posted April 18, 2007

I believe that this school could be spectacular if the teachers were willing to push the kids to the next level. I'm seeing just the basics taught mostly through dittos and teacher workbooks purchased at teacher supply stores. Reading through other comments that are posted here, I'm hopeful my children will be challenged and encouraged to stretch to reach their potential. I just hasn't happened in this particular class. There is little creativity and higher thinking evident in that classroom. When I compare what my friend's children are learning in neighboring schools, I get very concerned that my children will be behind the other kids once they reach Los Osos High. Hopefully, my children will have better teachers as they move up through the grades.
—Submitted by a parent


Posted July 30, 2005

My child has gone to this school for 5 years and we have never had a problem with bad behavior or poor grades. The teachers take the time to help the students and they care. They offer a safe and fun place for the students to get a great education. My daughter was having personal problems at home and her grades dropped so low she was in danger of failing. The other students had good grades and so she went to the teacher for help and he spent the extra time helping her. The point to this story is that she not only brought up her grades and passed to the next grade but, she also made the honor roll. The whole school is great and they offer many extra carricular activities.
—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

884

Change from
2012 to 2013

-16

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

8 / 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

884

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

-16

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)

9 / 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)

8 / 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.

84 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
81%

2011

 
 
80%

2010

 
 
69%
Math

The state average for Math was 65% in 2013.

84 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
83%

2011

 
 
80%

2010

 
 
77%
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.

91 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
71%

2011

 
 
68%

2010

 
 
67%
Math

The state average for Math was 66% in 2013.

91 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
85%

2011

 
 
86%

2010

 
 
77%
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.

90 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
89%

2011

 
 
86%

2010

 
 
64%
Math

The state average for Math was 72% in 2013.

90 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
82%

2011

 
 
86%

2010

 
 
66%
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.

85 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
88%

2011

 
 
59%

2010

 
 
72%
Math

The state average for Math was 65% in 2013.

85 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
93%

2011

 
 
66%

2010

 
 
70%
Science

The state average for Science was 57% in 2013.

85 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
86%

2011

 
 
80%

2010

 
 
72%
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.

90 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
73%

2011

 
 
74%

2010

 
 
59%
Math

The state average for Math was 55% in 2013.

90 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
61%

2011

 
 
68%

2010

 
 
48%
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 Students74%
Females79%
Males69%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged72%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability76%
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 graduaten/a
Parent education - some college (includes AA degree)68%
Parent education - college graduate84%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a

Math

All Students70%
Females67%
Males74%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged72%
Non-economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only69%
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)68%
Parent education - college graduate79%
Parent education - graduate school/post graduate70%
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 Students62%
Females71%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino56%
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 disadvantaged70%
Students with disabilityn/a
Students with no reported disability62%
English learnern/a
Fluent-English proficient and English only64%
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)57%
Parent education - college graduate64%
Parent education - graduate school/post graduate80%
Parent education - declined to staten/a

Math

All Students81%
Females91%
Males75%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged67%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only84%
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)83%
Parent education - college graduate86%
Parent education - graduate school/post graduate87%
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 Students88%
Females92%
Males85%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino85%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged81%
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)85%
Parent education - college graduate92%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students88%
Females92%
Males87%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino88%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged86%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)85%
Parent education - college graduate92%
Parent education - graduate school/post graduate92%
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 Students80%
Females76%
Males82%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged74%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)78%
Parent education - college graduate95%
Parent education - graduate school/post graduate85%
Parent education - declined to staten/a

Math

All Students82%
Females85%
Males78%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino80%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged67%
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)88%
Parent education - college graduate79%
Parent education - graduate school/post graduate85%
Parent education - declined to staten/a

Science

All Students81%
Females76%
Males84%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged74%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)85%
Parent education - college graduate89%
Parent education - graduate school/post graduate85%
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 Students85%
Females88%
Males82%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged91%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate92%
Parent education - some college (includes AA degree)87%
Parent education - college graduate94%
Parent education - graduate school/post graduate69%
Parent education - declined to staten/a

Math

All Students63%
Females57%
Males72%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged63%
Non-economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability65%
English learnern/a
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate33%
Parent education - some college (includes AA degree)61%
Parent education - college graduate89%
Parent education - graduate school/post graduate56%
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 49% 27%
Hispanic 38% 51%
Black 8% 7%
Asian 4% 11%
Hawaiian Native/Pacific Islander 1% 1%
American Indian/Alaska Native 0% 1%
Two or more races 0% 3%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 35%N/A54%
Source: NCES, 2010-2011

Oops! We currently do not have any teacher information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

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School basics

School Leader's name
  • Susanne Melton
Fax number
  • (909) 484-5035

Resources

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

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10225 Hamilton
Alta Loma, CA 91701
Phone: (909) 484-5030

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