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Teacher quality
Principal leadership
Parent involvement
I am a parent of two daughters that graduated from J.Low. And I have volunteered for many years. I can assure you that the staff are the most CARING and KIND people that I ever met. My girls learned so much from all their teachers. My daughters not only learned respect from home but also from school. I am so thankful to Cummings, Larson, Struwe, Salinas, Binder, Lemmel, Anderson, Efron, And even the ones that transferred to another school...Ledendecker, Smith, Masatsugu and Chadborne. I commend these teachers for their EXCELLENT Teachings. You would be so lucky to be at J.Low :) It saddens me when people write awful and mean reviews. Trust me I volunteered at the school for about 12years.
—Submitted by a parent
I attended this school back in 1997 when I started kindergarten and I promoted from this school, also. In general, I have to say that all the teachers and staff know what they are doing. I've learned so much from being there. Even after leaving that school, I've had opportunities to go back and help out because my mother volunteered her time there. So even though I didn't have ALL of the teachers, I knew most of what the staff was like and they are such great people. That's why I am so shocked at one of the parents who commented below on the teachers they SPECIFICALLY listed. I've had Mrs. Cummings & Mrs. Larson, and they are AMAZING. And my little sister had Mrs. Struwe, and she's awesome too! If they weren't so good at teaching, then why would they still be there?? Parents and students might complain that the teachers "aren't so good" at teaching, but that's not it. Students learn from what they put into their work. The teachers are challenging, but they adjust their pace with each individual student. They make the work fun, and they don't give up on their kids- believe that.
Speaking as an former student that attended Juliette Low, I have to say that all the teachers and the quality of their teaching is more than superior. Not only do the 4th, 5th and 6th grade teachers properly prepare their students for junior high they are also extremely encouraging and patient. They all surely live up to the policy that no student gets left behind. However, these positive characteristics are not only seen in the upper grade teachers, but in all the teachers and staff. I've had Mrs. Cummings and Mrs. Struwe as teachers and they are very fair, understanding and definitely know what they're doing. Looking back on the years I have spent at Juliette Low makes me miss how much care I received. I don't understand how any student can complain unless they're unwilling to learn or cooperate with the teachers. After elementary, I had the chance to keep in contact with some of my teachers and they are still their optimistic selves. Their commitment and will to teach hasn't faded and won't anytime soon.
This school has a K-6 staff of highly qualified teachers who are dedicated to educating your child above and beyond the required expectations. Your child will leave this school well prepared to conquer junior high and beyond. I highly recommend this school to anyone who is looking for a private school quality education from a public school. I am so confident of sending my child to this school because several teachers have their own children attending this school. Hope to see you there!
—Submitted by a parent
After reading the school's web page I had to laugh I saw "Titans Kick Off Read Across America at Juliette Low " That lil girl was such a brat I believe she is Mrs. Park's daughter ewwwwwwwwww get her off the web page lol!! I swear this school is fake !! Especially the Principal ewwwwwww weeeeeee!!
—Submitted by a parent
The principal is terrible. Some of the teachers are nice. If your son or daughter get Mrs.Cummings, i suggest you move. She isn't a very good teacher. Two of the sixth grade teachers aren't so good either. Mr.Q is good not Mrs. Larson or Mrs.Struwe.
—Submitted by a parent
Im sorry but the principal there reminds me of the woman on the movie "The Stepford Wives" hahaa and I can say some of the teachers there do to , like they are on some kinda antidepressant of some kind lol. So much better for my son since we got him out of that school. Only thing is that he is so behind in his work because kindergarten first and second grade just passed him on regardless if he knew what he was doing :/
—Submitted by a parent
We are very happy with the teachers and their involvement with our child. Ms Mai and Ms Lemmel have been his teachers and both are caring, disciplined and great teachers. Ms V, the principal, knows my child's name and is very interactive/involved with the students. I see her all over campus every time I visit the school. I had a meeting with her early in the school year and she addressed all of my concerns. My child has had a wonderful 2nd and 3rd grade experience. Thank you Juliette Low
—Submitted by a parent
Juliette Low is such an awesome school...I am going to miss Juliette Low when I promote in 2-3 weeks. Teachers make learning fun. We have a lot of fun during plays, talent shows, jump rope for heart <3, spirit assemblies, jogathons, and much more. I recommend that you put your child in Juliettte Low!!!!!!!!!!!!!!!!!!!!!!!!!!!!! :) :D :) :P :* :B XD :) :O o:)
My son has been going to this school since K. Over all this school has been pretty good. Previous principal was much more personable and involved than the current principal IMO. We always like to see a principal who is often seen out and about on campus and actually engaging with their students more frequently, I have no idea why they had to go and transfer Mrs. L... This year we had concerns with my sons teacher, it took several reminders and over a week for the principal to get back to us and finally set up a meeting. There are many great teachers here at this school, however it seems like as is always the case there just might be a bad apple here and there. Student drop off and pick up is always a nightmare here, you need to always plan to get there way early, and expect to be there awhile stuck in traffic. But for us it's worth it, because this school is nestled in a residential area and not off some major busy street like some other schools are. We feel that our son is very safe here at this school and that means a lot especially now days. This School is also one of the top highest score ratings for this school district. Over all, A pretty decent school.
—Submitted by a parent
i will miss juliette low is the best school i been to! i been at julitte low when i was in kindergarten through 6th grade and it is the best school i been to i am a 7th grader now and i will miss juiltte low so much. the teachers there are great. i plan on visting my elementary teachers. i recamend u put your kids in this school. -Isabel Cruz
Juliette Low is an excellent school. The kindergarten teachers do a great job with the students. It's great to be at Low!
—Submitted by a parent
My child has been at Low for 6 years. We've gone through 3 different principals during that time. They keep doing a good job, then taken to other struggling schools to do their magic there. Each principal has done incredible things, each better than their predecessor. Dr. Von Sprecken is the best yet. She is personable and shows that she cares about each one of the students. She is approachable and interested. She has made an incredible impact on my child's education and her enthusiasm in furthering her education. I am very thankful to her and all the teachers who make Low the excellent school that it is.
—Submitted by a parent
I have three kids one graduated from it and two are still attending juliette low a 4th and 3rd grader. I am very pleased with this school and their staff.
—Submitted by a parent
My kids r going in juliette low since 3 years , i love it , teachers they got r excellent even other teachers r excellent tooo and new principal is also working hard .
—Submitted by a parent
I love Juliette Low Elementary School, the teachers are great!!! and they work so hard with the students. Also I think the principal needs to have more participation with parents like Mrs. La Due did. She is a very great principal.
—Submitted by a parent
This school is wonderful! Mrs. Ladue who was the Principal there is an awesome lady. The teacher's are all GREAT overall. My children have been going there for the last 3 years...and they've never complaint about anyone there...not even the students. Great school!
—Submitted by a parent
i am very happy with this school i am a former student of this school and i think i know all the teachers by now i am now in 7th grade and had alot of experience with this school and i highly recomend it. It is the best school i ever been to i went to this school from kinder-to 6th grade and i had so much fun all the teachers are so nice and the principal is strict but nice so i really had fun over the years at this school!
—Submitted by Destiny Bouck, a former student
Quality of Academic Programs: The teachers we have come in catact with care about the student's advancement and provide challenging work. Availability of Music and Art: Two teachers take a particular interest in this area and help the students put on plays. Level of Parent Involvement: Quite limited. PTA meetings consist of about 15 parents.
—Submitted by a parent
This is a great school. The Teachers are wonderful, and really take the time to make sure each child is getting the attention that they need. They offer a preschool as well that is available at no charge, and the teachers there are just as wonderful!
—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.
109 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
109 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.
96 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
96 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.
88 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
92 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.
92 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
92 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
91 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.
87 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
90 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 | 52% |
| Females | 65% |
| Males | 35% |
| African American | n/a |
| Asian | 67% |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 53% |
| English learner | 40% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 40% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 70% |
| Females | 81% |
| Males | 54% |
| African American | n/a |
| Asian | 67% |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | 58% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 65% |
| Parent education - high school graduate | 60% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 81% |
| 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 | 45% |
| Females | 56% |
| Males | 26% |
| African American | n/a |
| Asian | 64% |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 43% |
| English learner | 20% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 16% |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 74% |
| Males | 59% |
| African American | n/a |
| Asian | 79% |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | 47% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 53% |
| Parent education - high school graduate | 79% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 76% |
| 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 | 69% |
| Females | 78% |
| Males | 61% |
| African American | n/a |
| Asian | 65% |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | 34% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 54% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 52% |
| All Students | 67% |
| Females | 77% |
| Males | 59% |
| African American | n/a |
| Asian | 71% |
| Filipino | n/a |
| Hispanic or Latino | 66% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | 50% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 62% |
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 | 67% |
| Females | 63% |
| Males | 73% |
| African American | n/a |
| Asian | 80% |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | 17% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 61% |
| All Students | 87% |
| Females | 90% |
| Males | 83% |
| African American | n/a |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 88% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | 63% |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 77% |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 86% |
| All Students | 69% |
| Females | 67% |
| Males | 73% |
| African American | n/a |
| Asian | 75% |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | 22% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 65% |
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 | 71% |
| Females | 77% |
| Males | 67% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 68% |
| Parent education - some college (includes AA degree) | 94% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 68% |
| All Students | 65% |
| Females | 60% |
| Males | 67% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | n/a |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 72% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 52% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
All students
Female
Male
All students
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic | 57% | 51% | ||
| Asian | 19% | 11% | ||
| White | 11% | 27% | ||
| Black | 5% | 7% | ||
| Two or more races | 5% | 3% | ||
| American Indian/Alaska Native | 1% | 1% | ||
| Hawaiian Native/Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 74% | N/A | 54% |
| English language learners 2 | 44% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 73% | 85% | ||
| Vietnamese | 8% | 2% | ||
| All other non-English languages | 4% | 1% | ||
| Arabic | 2% | 1% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Gujarati | 2% | 0% | ||
| Korean | 2% | 1% | ||
| Bengali | 1% | 0% | ||
| Cantonese | 1% | 2% | ||
| Farsi (Persian) | 1% | 0% | ||
| French | 1% | 0% | ||
| Hindi | 1% | 0% | ||
| Lao | 1% | 0% | ||
| Punjabi | 1% | 1% | ||
| Rumanian | 1% | 0% | ||
| Tongan | 1% | 0% | ||
| Urdu | 1% | 0% | ||
| German | 0% | 0% | ||
| Samoan | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 23 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| School Leader's name |
|
| Special schedule |
|
| Fax number |
|
| Extra learning resources offered |
|


Tips for understanding school culture
TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.
215 North Ventura
Anaheim,
CA 92801
Website: Click here
Phone: (714) 533-2673
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