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Teacher quality
Principal leadership
Parent involvement
INCREDIBLE SCHOOL!!! We transferred here from Valley View because we hated it there. This school is so great. The principal really has things running well. They are always having great fundraisers. There is a great "community" vibe here with the parents, staff, and teachers. As newbies they really made us feel welcome and a part of everything. Our kids our excelling and we couldn't ask for a better environment.
—Submitted by a parent
If I had to choose the best school to attend from the Sulphur Springs School District, this would be it. Most of teachers are great and the principal is fabulous. Like any school it has it's challenges. The PTA is very dedicated with fund raising. With all of that being said, I am very disappointed to learn the academics for this school are skewed for the demographics of the area. The curriculum is not comparable to Saugus, Valencia or Stevenson Ranch school districts. When a student is rated at "TOP" end of the their grade level with curriculum, that same student falls into the "Middle" of their grade level with other districts. We were very disappointed to discover this. What a disservice to the children and parents that think their student has achieved wonderful academics to only find out in a larger arena of students that they will most likely struggle. If you are reading this to consider this area for your child, do the leg work, one of the district mentioned above and request a test for that grade level and this schools grade level. Look at it with the view of "apples to apples" you will see why someone has said this out loud for you, Minimum State Education for STAR tests.
—Submitted by a parent
I am so happy with this school. My son was at Pinecrest for Pre-K and Kindergarten. I really wanted to try public school but was a little afraid. I am sooooooooooooooo happy I made this change. I love it here. The parents and teachers are wonderful. Tons of parent involvement. I haven't had a lot of interaction with the principal (thankfully) but I think he's great.
—Submitted by a parent
Hi I am a 6th Grade G.A.T.E. student of the class of 2010-2011. G.A.T.E. is an enrichment program in the Sulphur Springs School District which encourages kids to achieve their goals, and think outside of the box. Students take the CBEST test to get in G.A.T.E. The teachers at Sulphur are very dedicated, and challenge us to do our best. Mrs. Julie McBride succeeded in challenging me to get 600, a perfect score, in Math on the state STAR test. Sulphur has the most G.A.T.E. kids in the district, and the most students to get a perfect score on the STAR test in one or more areas. Our principal, Josh Randall, is of great quality. I highly recomend this school to concerned parents in the Santa Clarita Valley.
—Submitted by a parent
We are very happy with this school. We had our soon in Pinecrest for Pre-K and when the economy took the downward turn, we were forced to chose public for Kindergarten. We were very nervous as our son was reading, adding and subtracting at 3.5 yrs old. We were pleasantly surprised!! Kindergarten was all day with 2-teachers (30 students). Students that were above the planned curriculum were given additional to keep them challenged. There is a ton of parent involvment which is great and the PTA is very supporative with school funding and fun money raising activities for the students. The new principal as of 2009 is refreshing and strong in leadership. Our son has flourished and loves school. We wouldn't go anywhere else in the Santa Clarita Valley.
—Submitted by a parent
I am in Sixth grade and I am now Graduating 2008-2009. I have been at Sulphur Springs since Third grade and ever since I've been there, I have been so happy. All of the teachers are welcoming and very nice. The princple Mrs.Veale is very nice, she always has time for her students even when she is very busy, but sadly she is retiring this year. But I have had two princples since I have been there and they were awesome so there is probably going to be anothter great princpal there. I just want to let you know I have learned alot from all of the teachers and staff there and it is a very wonderful elementary school.
—Submitted by a student
I am a former student from 2007-2008. This school was one of the best i've ever attended!! the teachers, the school yard, the students were a little roughhousing, but it was fine! I personally recomend this school if anyone cares about my opinion
—Submitted by a student
They made my kids to learn in the best possible and in a fun way.The teachers and staff are very friendly and care for all the kids.Best Computer Lab,Science Lab,Music class,and fully equipped classrooms.Special programs for special need and gated students are excellent.
—Submitted by a parent
My fifth grader is new to Sulphur Springs Elementary, transferring from Bridgeport Elementary in the Saugus Union School District. On his first day of school, the principal personally walked us to his new 5th grade class room where the Assistant Principal was sitting in on what was a vibrant, interested class room. The kids were all attentive and the teacher seemed invigorated. I was immediately pleased. Since that day, I have seem my son adapt to the change of school with more enthusiasm than I expected. I am very happy with the education my son is receiving at Sulphur Springs. The teachers and staff are all friendly and pleasant and eager to involve the parents in their childs education.
—Submitted by a parent
Sulphur Springs is a great school! I have 2 children attending there, and it is such a positive environment. The teachers are great, and there is a lot of parent involvement. The minor goofing off issues with my older child were dealt with quickly (from school and home), proving that communication at this school is great. The PTA provides so much, we love the band program. I am so happy that my children are growing up with such a positive learning experience.
—Submitted by a parent
I have three children attending Sulphur Springs. Each year I continue to be amazed at how dedicated the teachers are. They truly care about the children and do their best to see the children reach their full potential. Parent involvement is incredible. The PTA is strong and offers wonderful extracurricular activities.
—Submitted by a parent
I am very complaisant with this school, the teachers are great and very friendly with parents and students. My only concern is about the amount of student for classroom, they need a lot help for parents...but the teacher is fabulous. I continue [to be] very disillusioned with hot lunch.
—Submitted by a parent
This is a wonderful elementary school. The curriculum is amazing. The teachers are very caring and the Administration works consistently to ensure that all children's needs are met. Last year they instituted early dismissals on Tuesdays so the teachers could work as a team to plan lessons, have staff meetings or conduct other Continuing Educational activities. This has strengthened the already strong bonds among teachers and administrators while supporting a commitment to performance against standards and providing regular times to share best practices. There is a high degree of parental involvement and fund raising. The PTA financially supports a music program, PE teacher, computer lab and the new science lab among other things. There is an annual daddy/daughter dance and mother/son luau and various assemblies all funded by our terrific PTA. It is a terrific school and we are delighted to have our children attend.
—Submitted by a parent
The quality of teaching, caring, and parent involvement in this school is unparallel. There are several extracurricular activities currently being offered; Dance, Drama, Golf, Science Club, just to name a few. Parents must read all flyers that come home to fully be aware when these activities are in session. The principal and vice principal are sincere and willing to help! We understand that budget cuts did cause classrooms to grow in size but that is everywhere in this district.
—Submitted by a parent
I have been very pleased until my second child entered kindergarden. He was in a class of 30 kids. Compared to how my older son did, my younger son is struggling. The Teacher is overwhelmed and requires at least 3 moms in the class to help.
—Submitted by a parent
Four of my children went to Sulphur Springs last year, coming from the San Fernando Valley, I was extremely impressed with the overall cosmetic appearance of the school, the experience with the teachers has been wonderful. The parent involvement is excellent. My family felt at home instantly when we moved here. We have already bought our second house in the area, and this school is the reason why we chose not to leave the area.
—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.
103 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
103 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.
81 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
82 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.
101 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
104 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
103 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.
93 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
92 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 74% |
| Females | 69% |
| Males | 78% |
| 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 |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | 33% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 87% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 71% |
| Males | 83% |
| 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) | 89% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | 25% |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 87% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 96% |
| 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 | 67% |
| Females | 73% |
| Males | 62% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | n/a |
| 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 | n/a |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 81% |
| Males | 82% |
| 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 |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| 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) | 88% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 82% |
| 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 | 84% |
| Females | 86% |
| Males | 82% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 50% |
| 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 | 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) | 95% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 76% |
| Males | 76% |
| 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) | 73% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| 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 | n/a |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 88% |
| 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 | 85% |
| Females | 86% |
| Males | 83% |
| 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 |
| Samoan | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| 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) | 75% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 77% |
| Males | 82% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 81% |
| Students with disability | 73% |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 75% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 89% |
| Males | 86% |
| 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) | 94% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 96% |
| 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 | 74% |
| Females | 85% |
| Males | 65% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| 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 | 56% |
| 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 | 76% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | 64% |
| All Students | 68% |
| Females | 78% |
| Males | 59% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | n/a |
| 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 | 45% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | 50% |
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 disability
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 | 58% | 28% | ||
| Hispanic or Latino | 29% | 49% | ||
| African American | 5% | 7% | ||
| Asian | 5% | 8% | ||
| Filipino | 3% | 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 | 12% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 19% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 82% | 85% | ||
| All other non-English languages | 5% | 1% | ||
| Korean | 5% | 1% | ||
| Arabic | 1% | 1% | ||
| Farsi (Persian) | 1% | 0% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Japanese | 1% | 0% | ||
| Portuguese | 1% | 0% | ||
| Punjabi | 1% | 1% | ||
| Vietnamese | 1% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 13 | 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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16628 West Lost Canyon Road
Canyon Country,
CA 91387
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Phone: (661) 252-2725
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