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Teacher quality
Principal leadership
Parent involvement
Mrs. Elder is awesome! I volunteer in her first grade class that my son goes to and she is creative and keeps the kids engaged. Her classroom is well-controlled, and she is on the PTA, and comes up with such fun activities for the school.
—Submitted by a parent
I learned so much from this school and not only that but the teachers support and help you with everything. Thanks!
The Teachers, Principal, office staff. are all awesome. They all really care about your kids here. I could have never asked for a better school.
—Submitted by a parent
Leona Cox is a great school! The best thing I ever did for my son was remove him from his old school and enroll him here. The staff is amazing. Look around, they are happy. It says a lot of the Principle. She is really great and shows concern. I am excited to know our other son will attend a this great school in a few years as well.
—Submitted by a parent
I have both my children attending Leona Cox school since last year. In my experience, the school principle is very rude and uptight.. But other than that, the teachers are absolutely wonderful. The school lunches seem to be a bit expensive when compared to other schools.
—Submitted by a parent
Leona Cox is a great school, a great community. Mrs. Smith the princple really brought the school together. She will be missed. A new year to come! My children are very excited!!
—Submitted by a parent
I really like Leona Cox School. Both of my children love going to school. The teacher and staff are great. The principle Mrs. Smith is the best thing that has happen to this school. She is for the children and would do anything to help out anybody. My kids love her and think she is the best. All the teachers are friendly and the office ladys, Mrs. Brake and Mrs. Cowhick are the nicest lady's and have a smile on there face. My kids get involve in a lot of things at school that go on. They love doing the valet program, they really think that Mrs. Stanley is the coolest lady there. She runs the program and is very nice to all the kids that work for her and she always has a smile on her face every morning. They love doing the talent show.
—Submitted by a parent
Wonderful staff and teachers! Very active PTA and involved parents. My daughter enjoys going to school. There are many events which families can attend and participate. My daughter speaks fondly of school to others in our family some of whose children attend private schools on the east coast...including the famed 'Sidwell School' ! Many of my family there(east coast) cant believe Cox is a public school that offers lots of support, activities and involved teachers similar to the quality they PAY for!
—Submitted by a parent
Leona Cox is a great school. Mrs. Banda did an excellent job. (we will miss her) My two boys a are very happy and proud of their school and teachers
—Submitted by a parent
Child number 3 of 3 is attending now. Exceptional teachers and a small student body combined with an active PTA and parents is what makes this school tops in my book. The staff is great, even though the Principal has some tough shoes to fill, she does a great job.
—Submitted by a parent
My fourth grader has had five excellent teachers in a row. He is in the band, and has a great percussion teacher. Great activities, nice school spirit. We are very happy. Love Mrs. Banda too.
—Submitted by a parent
My 8 yr old 2nd grader loves her school and teacher, Ms. Ayer. Ms. Ayer is young and energetic, and I am impressed with the montly 'projects' that she assigns. I truly feel that my daughter is learning a lot more at this school than at her previous, a private school. I was worried about her adjusting to her new school in the middle of the year, but the whole staff has been very friendly and supportive. The principal, Mrs. Banda, showed me the campus on our first day. Any complaint that is brought up is looked into and there's a weekly newsletter that goes out to the parents with any updates. So far, we are very happy with this school environment.
—Submitted by a parent
The Principle and teachers are very helpful and friendly. Every morning I receive a big welcome. smilling faces walk into Leona Cox school
—Submitted by a parent
I have had children in this school for 12 years and seen 4 principals pass through our wonderful school. I miss the loving and kind leadership of Marion Hamor most of all. Marion you are missed. The current principal leaves a lot to be desired. Just common curtesies like smiling and saying hello would be a start. Our lovely VP Mrs. Brower is so awesome. My experiences with her are always positive. She really understands how a school should be run.
—Submitted by a parent
The assistant principal and office staff are excellent. The new principal leaves a lot to be desired. Way too uptight and rude. Definitely no open door policy like Marianne Hamor had. We miss her. The teachers are superb. I have never had a complaint about any of my children's teachers.
—Submitted by a parent
My child attended this school and graduated last year. He had excellent teachers who went out of their way to help when he was having difficulty. I believe he has excelled in Junior High because of the preparation he received at Leona Cox.The principal was very involved with all aspects of the school and always had time to discuss any concerns a parent or student might have. I have a second child at this school now and unfortunately, Leona Cox Community School has gone downhill with the departure of Principal Marianne Hamor. She had the right balance of discipline and compassion that the new administration just cannot duplicate.Their emphasis seems to be on dicipline alone, which I do not believe to be effective in the long run. Mrs. Hamor is sorely missed!
—Submitted by a parent
Although the extra ciricular activities were lacking compared to our school up No Cal...The special eduction department went all out to help my children w/special needs; one with a central processing disorder the other chronic illness. The speech and language specialest suggested Linda mood Bell 'Seeing Stars' . That day funds approved{about 600 investment that can be reutilized by many] Her Speech and Language specialist Ms Herrerra was amazing. She familiarized herself w/ program and was so enthusiastis and positive in every way!!. Thanks Peggy. Other teachers seemed quite suited for theiw positions..Ms Perez is the model of what anyone couls want for their Kindergartner. Ms Berry was the best 1st grade...is she back? or still enjoying her own family. Ms Desai and Ms ayer great tranxitions..
—Submitted by a parent
This is a great school with a wonderful Principal. It has an amazing and diverse after school enrichment program (All Stars) and smaller class sizes. The PTA puts on great events and my son loves going to school
—Submitted by a parent
I have a special needs child and the only regret about my move to Northern California is my child's transfer from this school district and this elementary school. The curriculum in excellent, and the parent/teacher communication simply exceeded my expectations. Your child will definately receive individualized attention at this school. It's a safe, fun-learning environment and the curriculum is challenging for the child in all age ranges. You also have the options of communicating with the staff, if the homework is too overwhelming for your child in particular.
—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.
71 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
71 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.
59 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
59 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.
61 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
61 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.
61 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
61 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
61 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.
62 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
62 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 | 59% |
| Females | 65% |
| Males | 54% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | 44% |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 40% |
| All Students | 49% |
| Females | 53% |
| Males | 46% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 53% |
| English learner | 37% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 23% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 53% |
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 | 32% |
| Females | 39% |
| Males | 26% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 43% |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | 46% |
| Students with disability | n/a |
| Students with no reported disability | 30% |
| English learner | 11% |
| Fluent-English proficient and English only | 43% |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 27% |
| All Students | 65% |
| Females | 65% |
| Males | 63% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | 63% |
| Fluent-English proficient and English only | 65% |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 68% |
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 | 59% |
| Females | 56% |
| Males | 64% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 72% |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| English learner | 19% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 42% |
| All Students | 64% |
| Females | 61% |
| Males | 68% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | 38% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 58% |
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 | 68% |
| Females | 79% |
| Males | 56% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | 29% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 55% |
| All Students | 54% |
| Females | 55% |
| Males | 53% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | 29% |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 31% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 36% |
| All Students | 72% |
| Females | 79% |
| Males | 66% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | 29% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 73% |
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 | 63% |
| Females | 73% |
| Males | 56% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | n/a |
| Fluent-English proficient and English only | 67% |
| 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) | 58% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 71% |
| All Students | 50% |
| Females | 54% |
| Males | 47% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 61% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 49% |
| English learner | n/a |
| Fluent-English proficient and English only | 55% |
| 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) | 50% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 46% |
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
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 or Latino | 52% | 49% | ||
| White | 31% | 28% | ||
| African American | 6% | 7% | ||
| Filipino | 5% | 3% | ||
| Asian | 4% | 8% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Multiple or No Response | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 33% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 45% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 88% | 85% | ||
| Filipino (Pilipino or Tagalog) | 3% | 1% | ||
| Arabic | 1% | 1% | ||
| Assyrian | 1% | 0% | ||
| Bengali | 1% | 0% | ||
| Cantonese | 1% | 2% | ||
| Indonesian | 1% | 0% | ||
| Japanese | 1% | 0% | ||
| Korean | 1% | 1% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Russian | 1% | 0% | ||
| Tongan | 1% | 0% | ||
| Ukrainian | 1% | 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 | 8 | N/A | 11 |
| Average years teaching | 10 | 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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18643 Oakmoor
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Phone: (661) 252-2100
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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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