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Teacher quality
Principal leadership
Parent involvement
This is THE leading elementary school in the entire district. The staff, faculty and parents are wonderful and invested in making this an academically challenging environment for ALL students. The principal has introduced core values that include respect, responsibility and kindness as well as always putting in their best effort. There is an active parent group (Home & School Club) that actually raises enough money to supplement the education process by funding additional teachers and aides. They also fund the entire Arts and Enrichment curriculum as well as making up for the budget crisis on a per classroom level. Tons of communication on the web, Facebook, e-mail and the occasional letter home. Valencia is also working towards being the first school in our district to be a certified Green School and has already been designated as such by the Aptos Chamber of Commerce. I'm grateful to have such a wonderful school right here in our backyard.
—Submitted by a parent
Dedicated faculty and staff, rigorous academics, good mix of students (various ethnic and socio-economic), strong parent community. The Principal and staff are, like their cohorts at other public schools, making miracles with a bare-bones budget. There is a reason our teaching staff has minimal turnover - this community supports learning, both students and teachers alike. Innovative teaching practices like RTI, science for intermediate grades, arts and choir, fitness are provided by the fundraising of a strong parent community. The playground is open for all children -- a Boundless Playground with full wheelchair accessibility. Public schools are different from years ago but Valencia innovates in spite of budget limitations. Any problems at the school are only because of district financial constraints, such as larger classes and limited operating funds. We are fortunate to live in the Valencia community.
—Submitted by a parent
I am completely disappointed in this school on multiple levels. My son is an advanced student and we met with the principle before enrollment to ensure an environment that he could flourish in. This has been a complete disappointment. The school prides themselves in being" paperless" this is there reasoning for complete lack of communication. I never know what is going on in there school because there is no newsletter. There website is terribly out of date. I just feel no school pride. No awards assembly, no spirit day. My son has completely lost the love to LEARN. The principle is M.I.A. and there is no P.T.A.?
—Submitted by a parent
My daughter is going to this school for her k& 1st year and then moved to Sonora for her next 2 years and when she came back ... they were so WONDERFUL ... the teachers new what was going on .. they new where to sit the good and needing work kids ... they also new that i am a working mother and helped with my schedule to be apart of my daughters ... schooling helped me help her advance ... now my daughter reads above her grade level and is excellent in math and science ... AND LEARNS and loves a lot with her after school program ... i LOVE THIS school ... and she is not afraid to ask for help the teachers are so inviting ... to her ... and that is what i love a lot ...
—Submitted by a parent
I've been amazed at how quickly and how much my children have learned at Valencia. My kindergartner is reading, my 2nd grader is a math whiz (add/subtract/multiply/word problems and much more). I believe many of the teachers go way over and above what is expected. They obviously enjoy what they do and make learning fun and engaging. They offer an arts program, choir, PE, computers, library time and other weekly perks. The principal and custodian seem to know every child by name. Class sizes are large but so is parental involvement which helps the success of every student. They take bullying seriously and teach kids how to behave respectfully. My only 2 complaints are that the school starts too early: 7:45 (and hence lets out too early) and the school lunches aren't the healthiest (but the kids do seem to like them). I highly recommend this school for the teachers, staff and community. And also another perk, the parents are NICE and not overly competitive with their kids' successes.
—Submitted by a parent
Wonderful school set back among the redwoods, excellent committed teachers, dedicated hardworking parent club, new fully accessible playground for kids with disabilities, 2 computer labs, teachers using smart boards & more technology to come, arts education, and site improvement in the works! Valencia is a great public school option.
—Submitted by a parent
the most beautiful location for an elementary school. teachers, admin, students, home & school club all rock!
—Submitted by a parent
dedicated teachers, great parent involvement, and diverse community of students
I agree that the principal & teachers at Valencia are very caring and everyone knows my child. But I have been disappointed in the curriculum. My daughter has spent K and 1st grade there and it is a bare-bones education - reading & math only. Important, of course! - but there is no science, history, or music! dksljdflj taught to these little ones! Not only In both K and 1st grade there are entire afternoons spent watching TV cartoon videos and reading cartoon storybooks. I find this very disappointing since there is so much great material out there for kids. I have been supplementing her education at home so much that I'm considering private school or homeschooling now.
—Submitted by a parent
I was extremely impressed with my son's first year at Valencia. The level of parental involvement is outstanding, his teacher was fabulous, the principal is omnipresent! She stands outside managing the traffic as children are dropped off, is outside during recess, and oversees the children as they get on the buses. Every teacher I have met personally is extremely caring, nurturing, and supportive. I feel fortunate that we are in this district! Comments: I wish there were more children of color, but that reflects our community makeup; and I would especially like to see a better racial mix of teachers and staff members in the future. Also, it's sad that the budget does not allow for a robust music program. In my day every child who wanted to started learning instruments in school at age seven!
—Submitted by Sheryl, a parent
Our children attended a local Christian private school here in Aptos and we thought they would be ahead of this school when they transferred. Wrong! This school's academics program is superior and the environment here is fantastic for the overall development of our children. I kick myself for paying tuition the past years when I could have had a better school here.
—Submitted by a parent
This is an excellent school. I cannot say enough about it. The teachers expect parent involvement which is surprising and slightly frustrating if you are busy, but the result ends up being a well connected faculty and parent body as well as well behaved children due to the actual ratio of students to adults being better because of parent participation. This school was recently grades as one of the top 5% in California and I can see why.
—Submitted by Tim Dodson, a parent
As a kindergarten parent, we haven't had the opportunity yet to join sports or music or art classes or clubs, but I have observed excellent academic standards and progress as well as a high level of parent involvement. I can't wait to have my child continue in Valencia.
—Submitted by Kim Schmidt, a parent
This school is a 'good school'. The teachers are nice and the parents work hard to support the school. For my child I found that it was not challenging educationally and did not meet her needs socially.
—Submitted by a parent
Valencia is a community school with excellent emphasis on educational goals, citizenship and safety.
—Submitted by an administrator
Without a doubt, the best in the central coast!!! I have been a student teacher at Valencia, so I have seen the whole shabang. From my first hand experience with working in dozens of schools in Santa Cruz and Monterey Counties,I can say Valencia is the best I've seen. Valencia is a nuturing environment for your child. Academically, Valencia provides challenging environment that stays positive and focused on the child's needs. The school is enriched with art, physical education and interesting learning activities that get studetns excited about learning. The staff is heartfully devoted to bettering things in favor of the entire population of the school and they are a working example of how a school staff should work together. Cooperation is evedent between all parties: teachers, staff, faculty, parents and students. You can trust Valencia school will be a supportive part of your child's education and development. A beautiful community!
—Submitted by Megan Martin, a teacher
Teachers are very strict, which is good. they stay on top of every child's academic needs. There is a diverse economic range, but it doesn't matter to the children. Everyone's happy campers!
—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.
88 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
88 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.
67 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
69 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.
70 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
70 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.
66 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
66 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
64 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.
69 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
70 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 | 56% |
| Males | 50% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 64% |
| Students with disability | n/a |
| Students with no reported disability | 55% |
| English learner | 6% |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | 27% |
| All Students | 70% |
| Females | 58% |
| Males | 77% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | 44% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 18% |
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 | 52% |
| Females | 47% |
| Males | 57% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 16% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 68% |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | 17% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 74% |
| Males | 84% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | 63% |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 64% |
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 | 70% |
| Females | 69% |
| Males | 71% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 69% |
| Males | 82% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 100% |
| 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 | 83% |
| Females | 91% |
| Males | 75% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 83% |
| Males | 84% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | 85% |
| Males | 87% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | 95% |
| 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 | 80% |
| Females | 79% |
| Males | 81% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | 70% |
| All Students | 56% |
| Females | 56% |
| Males | 56% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 66% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | n/a |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | 75% |
| 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
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 - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 71% | 28% | ||
| Hispanic or Latino | 24% | 49% | ||
| African American | 2% | 7% | ||
| Asian | 2% | 8% | ||
| Filipino | 1% | 3% | ||
| Multiple or No Response | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 15% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 22% | N/A | 52% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 23 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 15 | N/A | 11 |
| Average years teaching | 15 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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250 Aptos School Road
Aptos,
CA 95003
Phone: (831) 688-2013
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For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
Please note that it can take up to 48 hours for your comment to be posted to our site. While you're here, we'd like to invite you to fill out a survey on your school's programs, activities, and extracurriculars. It only takes a few minutes and will help parents get a full picture of your school.
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