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Teacher quality
Principal leadership
Parent involvement
Reading the post from 10/07, not sure what you are talking about. My 6th grade student is fully engaged, loves her teacher, and is doing exceptionally well. The 6th grade teachers are doing an incredible job, have you ever audited one of their classes, or are you basing your opinion on what your child is telling you?I have been in the classroom, and if you cannot appreciate all that these teachers do, then you know nothing about education. Note taking, although not exciting, is a required skill in jr. high and high school, the students need to learn how to master this skill. That is the purpose of the note taking. Perhaps the "no depth or mastery of the skill" you speak of, is solely something our child is dealing with.
—Submitted by a parent
Wow, just reading the post from 10-7. This person has no idea what they are talking about. Probably a student that zaps the positive energy from EVERY teacher they have ever had. Not to mention is probably a daily problem! Unbelieveable. Just go to another school and let us all appreciate what Wickamn has to offer!
—Submitted by a parent
Well, I just spent 2 hours on a Saturday night reteaching or should I say teaching science content to my child. The 6 grade teachers engage the students in mindless lectures and note taking which result in little retention of the information. There is little variety in their instructional approaches. The only concern is to quickly cover the material. There is no depth or attention to mastery of the material. We pay entirely too much in taxes to receive such mediocre services. The only thing that will save our children is the national push to the Common Core standards.
—Submitted by a parent
Some people say that Wickman's students are cold and unfriendly, but that is certainly not the case. They only seem like that because many of the students have went to Wickman from kindergarten to now so they are bound to have many friends in the school.
It's interesting how different experiences can be from one student to the next! I have been a Wickman parent for several years now (2 children attend) and feel that my children are in an excellent academic environment. The teachers are loving, attentive, educated, motivated and inspiring. They are approachable and create a welcoming and safe feeling throughout the classrooms and the school itself. One thing I read below is that "the best teachers went to OPA (a new charter school)", which is completely false. There is not one teacher who left by choice last year. Parental involvement is exceptional, that is true. I am amazed at the levels parents rise to to help their children at school. But I believe that the education of our children is most definitely, a group effort. Homework, for my children, is what it is intended to be: a reinforcement of concepts taught in the classroom. I feel fortunate that my children have the opportunity to attend such an outstanding academic institution, surrounded by an excellent and loving staff.
—Submitted by a parent
My children have been attending Wickman since fall of 2009 & I strongly believe the school's performance is a direct result of the highly motivated parents whos children attend the school - more than anything else. Wickman has lost a significant % of it's highest achieving students & its' highly motivated families to a new local charter school with a strong emphasis on computers & second languages (asian flight). This school year has already started with a serious overcrowding issue & terribly high ratio which will no doubt result in even less instruction time for the students. It appears that the most motivated teachers have already left or are leaving, along with the very short lived vice principle. The school's commitment to academic excellence and over all development seems to be waning in light of it's competition. We'll see how the school year goes, but problems are clearly on the horizon.
—Submitted by a parent
I love this school!Its api score is about 912 and it has great staff and students.
—Submitted by a parent
My children love Wickman! It is a great schools with many opportunities for the children and parents to be involved. I am a little concerned with the amount of homework in the upper grades. My son who is a great student can spend from 4:30 pm until 10:00 pm doing homework/ studying for a test. We have had some amazing teachers and even though I believe the homework is a bit excessive I still appreciate all the work the teacher's and parents put into making it one big family.
—Submitted by a parent
I am very happy with this school atmosphere and teaching level is very great
—Submitted by a parent
The school is great. Teachers are very friendly and parents are well informed of what's going on in their classes/school. There are alot of parents volunteer at school. So far I like the teachers that my kid had/has, love their creative teaching style.
—Submitted by a parent
Amazing school! Wonderful teachers! Better than Country Springs!
—Submitted by a parent
I am a new parent to Wickman. It took a while for my child and me to warm up to the school climate. Many parents and children at the school seem a bit cold and unfriendly. Though there are many friendly parents as well. I'm thinking of transferring my child. She is having a hard time finding 'true' friendship at the school.
—Submitted by a parent
I believe that Wickman has the right idea towards academic success but I feel a lot of it is left in the parent's hands. Homework should be a review of the day's lesson, not a family project. I also feel that preferential treatment is given (to the parents and students of those parents)that volunteer often and not given out equally to all. Awards etc. We'd all love to be stay-at-home parents.
—Submitted by a parent
Wickman has excellent funding and resources. I am amazed that the teachers are at a 31:1 ratio of students. I feel the principal and vice principal are mainly interested in out-testing the other school. The staff is extremely rude.
—Submitted by concerned parent, a parent
Academic programs are tiered for only the top 10%. The work expected is way beyond other schools and is often left to parents to teach and complete. Limited inclass instruction for 'projects'.Many projects are a competition between parents. Parent involvement is only for the 'elite'. School is overcrowded. Some teachers are great, others should not be teaching. The quality of education depends on the track you are on. If you have children with special needs, run as fast as you can to a different school. It is a nightmare to get services from the majority of the staff, including principal and asst. principal.
—Submitted by a parent
We just moved from Washington and my child is doing better and better everyday, I like the fact that this school focuses on academics. The Principal is involved in every aspect of his school, my daughter's teacher is also great! Thank you for been so supportive of my child and the other children at Wickman.
—Submitted by a parent
This school has everything you may possibly require for your child to suceed in class and any where else!!!
—Submitted by a parent
Wickman's focus is more on academic success, at any cost. Both students and parents are overwhelmed by homework overload. What I like least is that when the students are off track they are given assignments. This should be like their summer since they are not on a traditional calendar. Students and parents need a little R&R to rejuvenate. Some teachers ignore the students when they have questions or need clarification. How do you expect a child to learn if their questions go unanswered?
—Submitted by a parent
We have been at Wickman since it opened. My last child will be graduating from 6th grade next month. The teachers have been great (we'll miss you Mrs. Thies and Mrs. Fredericks), however the office staff and PTA leaves much to be desired. Office staff members are not friendly and can be rude at times. When I call in that my child will be absent, I feel like I have to defend my child for being sick. Several PTA members are rude. I can't wait to get out of there.
—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.
118 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
118 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.
133 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
133 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.
127 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
128 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.
141 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
139 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
141 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.
152 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
153 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 | 89% |
| Females | 94% |
| Males | 85% |
| African American | n/a |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 89% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 91% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | 69% |
| 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) | 86% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 86% |
| Males | 88% |
| African American | n/a |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 100% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | 77% |
| Fluent-English proficient and English only | 89% |
| 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) | 93% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 74% |
| Females | 74% |
| Males | 75% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 76% |
| Students with disability | 64% |
| Students with no reported disability | 76% |
| English learner | n/a |
| Fluent-English proficient and English only | 75% |
| 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) | 67% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | n/a |
| All Students | 91% |
| Females | 94% |
| Males | 89% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 90% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 94% |
| Non-economically disadvantaged | 93% |
| Students with disability | 71% |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| 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) | 96% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 92% |
| 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 | 91% |
| Females | 97% |
| Males | 86% |
| African American | n/a |
| Asian | 100% |
| Filipino | 94% |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 100% |
| Non-economically disadvantaged | 91% |
| Students with disability | 75% |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| 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) | 80% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 88% |
| Females | 92% |
| Males | 85% |
| African American | n/a |
| Asian | 95% |
| Filipino | 100% |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 92% |
| Non-economically disadvantaged | 89% |
| Students with disability | 62% |
| Students with no reported disability | 91% |
| 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 | n/a |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 93% |
| 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 | 87% |
| Females | 88% |
| Males | 86% |
| African American | n/a |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 91% |
| Students with disability | 47% |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | 90% |
| All Students | 89% |
| Females | 85% |
| Males | 93% |
| African American | n/a |
| Asian | 97% |
| Filipino | n/a |
| Hispanic or Latino | 89% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 91% |
| Students with disability | 50% |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| 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) | 82% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | 86% |
| All Students | 90% |
| Females | 87% |
| Males | 92% |
| African American | n/a |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 91% |
| Students with disability | 53% |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| 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) | 82% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 95% |
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 | 87% |
| Females | 92% |
| Males | 83% |
| African American | n/a |
| Asian | 100% |
| Filipino | 80% |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 88% |
| Students with disability | 64% |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 100% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 84% |
| All Students | 87% |
| Females | 86% |
| Males | 89% |
| African American | n/a |
| Asian | 100% |
| Filipino | 87% |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 86% |
| Non-economically disadvantaged | 87% |
| Students with disability | 64% |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | 84% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
All students
Female
Male
All students
Asian
Filipino
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 | 32% | 28% | ||
| Asian | 21% | 8% | ||
| Hispanic or Latino | 19% | 49% | ||
| Multiple or No Response | 15% | 3% | ||
| Filipino | 9% | 3% | ||
| African American | 4% | 7% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 6% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 4% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Mandarin (Putonghua) | 22% | 1% | ||
| Cantonese | 19% | 2% | ||
| Korean | 19% | 1% | ||
| Spanish | 19% | 85% | ||
| Vietnamese | 6% | 2% | ||
| Indonesian | 4% | 0% | ||
| Arabic | 3% | 1% | ||
| Filipino (Pilipino or Tagalog) | 3% | 1% | ||
| All other non-English languages | 1% | 1% | ||
| Punjabi | 1% | 1% | ||
| Urdu | 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 | 16 | N/A | 11 |
| Average years teaching | 16 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| School Leader's name |
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| Special schedule |
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| Fax number |
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16250 Pinehurst Drive
Chino Hills,
CA 91709
Website: Click here
Phone: (909) 393-3774
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Chino Hills, CA
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Our mission is to inspire and support families to champion their children's education - at school, at home and in their community. We are a national non-profit with offices in San Francisco, Milwaukee, Washington D.C. and Indianapolis.
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GreatSchools, Inc. 160 Spear Street, Suite 1020, San Francisco, CA 94105
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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.
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