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Teacher quality
Principal leadership
Parent involvement
My son has been attending PInetree for almost 3 years; he is in 2nd grade. While we got off to a bumpy start with the K teacher (our son is always one of the youngest in his classes; he was 4 when he started K), the principal addressed our concerns and oddly that teacher was not there the following year. Nevertheless, all of the teachers and parents that I have met are fantastic. With the ever increasing demands on education, I feel the teachers do an outstanding job keeping the kids on track. I hope it continues through 6th grade!
—Submitted by a parent
My son started shcool here this year and while he had extremely high separation anxiety, I felt the teacher and principal were completely lacking in understanding and feelings. When I FINALLY (took 2 days) got a hold of the Principal about his anxiety, she told me that maybe I can come and eat lunch with him. This was her only suggestion. I explained to her that I tried to speak with his teacher but was brushed aside and told in an extremely gruff way that my son has separation anxiety, "because you never left him and he doesnt know how to cut, etc."Her response was rude and unfeeling. My son is super smart so i dont know what that response was all about, except that she may be a frustrated K teacher. I volunteered in the class for a day to help with a project. The teacher complained about the children to me, a parent. Red Flag! The children cried more and more everyday, not less. The classroom is 25! No helper on many days.The Principal had nothing to say when I brought all of these problems to her attention. The room is like a dungeon and not a happy, fun environment at all! My son is now attending Monticello Preparatory and loves it so much! No tears!!
—Submitted by a parent
I love this School my son is in second grade and he is very happy to go. We were thinking on moving but I don't want to move hiom he have learn so much. The only thing i wish is that that teachers will get more opinions when it comes to desicion making. The PTA is amazing and parents are there to help a lot but i wish We can do more. Pinetree is the best. Smiles are great gifts to give.
—Submitted by a parent
My children have been attending Pinetree for 4 years and I believe the school has been excellent, starting with the teachers, office staff, cafeteria staff and not to mention our wonderful PTA! But.....the principal is not up to par by my standards. This is her second school year and I feel she has yet to make a connection with her students, teachers and parents. I am sure she is well educated and has enough credentials but I think she should take her expertise to a high school or college, because in elementary, the children need someone more in tune with their needs.
—Submitted by a parent
Pinetree is a great school. Our oldest son attended Pintree from 1997-2000 and had wonderful educational and social experiences. Now our 7 year old son is in the 2nd grade and loves his teacher, Mrs.Nystrom. She is firm and structured while at the same time she provides the warmth, creativity, and enthusiasm needed to keep students motivated. Our son also had a wonderful experience in the 1st grade with his teachers Mrs. Freeman and Mrs. Susser. They are marvelously cheerful and energetic and gave him a great foundation to begin his elementary education. Ms. D'Anna has been a great addition to Pinetree as our Principal. Ms. D'Anna, and all the administrative and office staff, are very approachable and personable and always makes us feel welcome. Although we are not currently in the PTA, we offer our tremendous thanks to all the parents who are a crucial part of Pinetree's continued success. Go Pioneers!!
—Submitted by a parent
I whole heartedly dis-agree with the last post. Pinetree has had many principals in the past few years and this new one is the best! She is dedicated to the students, teachers and supports the PTA. I am so happy that my children attend this amazing school and I am grateful for the hard work and dedication of the administration and teachers.
—Submitted by a parent
My child started school there this year and so far so good! The only thing that has made me upset and feel very uncomfortable, is that everytime I have walked by the principal and even made eye contact with her, not once has she smiled or said hello! She comes off as if she thinks she's better than you! I hope she reads this & next time I see her I get atleast a smile!!! Now you know why I gave the school a 4star!
—Submitted by a parent
My granddaughter attends Pinetree so I frequently am on school grounds during the times when I might pick up her after school or attending the many student/family activities presented at the school. Watching her teachers, the other school officials and the other students interact with each other, I can see lots of open communication and the results of positive connections and constant encouragement. After having raised two children of my own and now spending quality time with my grandchildren, I perceive Pinetree to be one of the best schools available in the Santa Clarita Valley.
Great school!!! I was a llittle hesitant to send my daughter to this school. The community, teacher and parent interaction makes this an outstanding school for children. I must say Mrs. Lacross is 1 out of a million. Excellent teaching strategies. The only negative thing at this school is the veteran office staff. They really need to do some work and assist the parents.
—Submitted by a parent
Amazing great school.. great staff , safe , and full of energy
—Submitted by a parent
My 2 boys have been going to this school since kindergarten and they are now in 4th & 5th grade. They are very open and communicate always with the parents. We have recently received a new principal which I haven't had the opportunity to meet but has come very recommended. Teachers here will do everything in the power to help your child learn in areas that they may be having difficulty.
—Submitted by a parent
Our family moved to the area two years ago. This was our first public school experience and we have had a marvelous experience. Teachers are caring, PTA is strong and the students are held to high standards. This year PTA has stepped up again to assist with enrichment activities which have been slashed by the CA budget.
—Submitted by a parent
We are very satisfied with the high level of quality education both of my children have received while attending Pinetree Elementary. The parents who are involved with the school and their chilren's education are wonderful, and it shows, but there is room for improvement. The availability of Band, Chess Club, and a school play are nice amenities. Accessability to the school facilities for Sports and Scouts is wonderful. From the Principal, the Office Staff, the Teachers, to the Custodians, Pinetree Elementary is exactly what I wanted for my children's eduction.
—Submitted by Jeff Prata, a parent
Pinetree Elementary is a school that cares about its students. Teachers, administrators, and staff are highly committed to their jobs. One of the biggest indicators of the great culture in this school is that students look forward to attending. Even though they are bound by state requirements, they always try to surpass the basic standards and elevate them to a higher status. I am particularly impressed by the PTA which is highly involved in the well being of the children. They make sure that the kids have what they need, even if the school budget does not allow it. For example, because of the PTA, the school has been able to provide students with computer labs, extra curricular activities such as a music program, and physical education classes. The curriculum is tight, but is individualized according to the needs of every student.
—Submitted by a parent
Our daughter is graduating this year from Pinetree after attending grades k - 6th. I read the reviews on the blue track problems & was very surprised to hear of any problems. We have been extremely happy with all 7 teachers she has had, along with the 4 teachers that our 3rd grader has had. I do help out in both of their classes and have requested certain teachers throughout the years, as I have gotten to know them and their personalities. The key is staying involved w/ your child and the staff at their school. I do find that it is usually the same handful of parents that stay involved throughout the duration of their child's elementary years, and it is those parents, that seem to know exactly where their child is, academic wise, in comparison to the children where there is no involvement with the parents. Stay involved!
—Submitted by Cindy Bordelon, a parent
I agree that Pinetree is a wonderful school and my child is doing great. I have however heard about the Blue Track 2nd grade problems and know many parents who have brought this to the principals attention with no results and no action being taken. If we go to a one track system in July this will be a concern to me if my child gets assigned to either of these teachers. Maybe making a public statement here will make the principal aware of how far the bad word about these teachers is spreading. I will put my child in a private school before I let them be put in either of the current blue track teachers class.
—Submitted by a parent
PT is an excellent school. The teachers and the prinicipal are dedicated to the children. It really is a community school. The school is active in the community. The parents have a strong voice and move swiftly to resolve issues.
—Submitted by a parent
Overall Pinetree is a very good school. One problem that does exist unfortunately is the Teachers in blue track. In many peoples opinion one is incompetent the other is burned out. These issues have been brought to the principle's attention but have been ignored. After speaking with many parents the general consensus is just get through it because there are much better teachers on the horizon.
—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.
84 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
84 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.
111 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
111 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.
83 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
83 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.
81 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
84 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
81 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.
96 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
97 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 | 67% |
| Females | 75% |
| Males | 54% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| 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 | 52% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 64% |
| Females | 65% |
| Males | 63% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | 44% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 75% |
| 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 | 61% |
| Females | 63% |
| Males | 60% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | n/a |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 46% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 80% |
| Males | 81% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 80% |
| Parent education - some college (includes AA degree) | 88% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 81% |
| 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 | 61% |
| Females | 70% |
| Males | 51% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | n/a |
| 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 | 39% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 72% |
| Females | 70% |
| Males | 75% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 92% |
| 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 | 72% |
| Females | 80% |
| 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 |
| Samoan | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | n/a |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 81% |
| Males | 74% |
| 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 |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 85% |
| Males | 78% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 88% |
| Parent education - college graduate | 84% |
| 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 | 75% |
| Females | 81% |
| Males | 68% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| 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 | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 93% |
| All Students | 76% |
| Females | 83% |
| Males | 69% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 77% |
| 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) | 65% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 100% |
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 - high school graduate
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 | 53% | 28% | ||
| Hispanic or Latino | 33% | 49% | ||
| African American | 5% | 7% | ||
| Asian | 5% | 8% | ||
| Filipino | 4% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Multiple or No Response | 0% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 9% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 21% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 77% | 85% | ||
| Filipino (Pilipino or Tagalog) | 16% | 1% | ||
| Korean | 4% | 1% | ||
| Arabic | 2% | 1% | ||
| Portuguese | 2% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 25 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 14 | N/A | 11 |
| Average years teaching | 17 | 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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29156 Lotusgarden Drive
Canyon Country,
CA 91387
Website: Click here
Phone: (661) 298-2280
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