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GreatSchools Rating

Country Springs Elementary School

Public | K-6 | 630 students

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 6 ratings
2012:
No new ratings
2011:
No new ratings

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15 reviews of this school


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Posted October 24, 2013

My school is highly rated in that it has an eclectic approach to education and has an extremely high rate of parental involvement to encourage the children in their education and support many extracurricular activities. Fundraising is at an all time high.
—Submitted by a parent


Posted October 2, 2013

This review is long overdue. My 6th grader has been going to Country Springs since 3rd grade. Coming from a private school that charges $500/month on top of mandatory fundraisers and volunteer hours, I would say that my child's old private school has nothing compared to the quality of education that she is now getting at Country Springs. I am amazed at the teachers' dedication to their craft and I see how lucky these students are to have teachers who go over and beyond their duties, putting in extra hours to offer free tutoring and such. They also have a great band and choir, with awesome instructors and volunteers. Unfortunately, I also see parents with entitlement issues who expect their kids to excel, without implementing discipline at home. Though I am proud to say that my child has been consistently coming home with excellent grades, thanks to great teachers, this would have been impossible without proper guidance and discipline at home. I only have praise for the wonderful teachers and staff at Country Springs and for the handful of parents who pro-actively participate to help the school and the students.
—Submitted by a parent


Posted September 5, 2013

This is our first year at Country Springs, and we are greatly deflated from the high expectations we had. The class sizes are too big, it's very disorganized here. Parents aren't kept informed and don't have built-in opportunities to speak with teachers. Kids don't understand their expectations and are often wandering around confused & distressed. This school seems to have made it's "distinctions" and subsequently lost it's once-grand status by teaching to the test. My kids are learning nothing but Math and English. There are no formal enrichment activities to speak of, while science and social studies have only a small acknowledgement. I overheard one teacher tell a parent, "This is an academic school, we don't have enough minutes in a day to teach all those extra subjects". I've always told our kids they will get out of school what they put into it, but getting a well-rounded education here would truly be squeezing blood from a turnip! We are looking for other arrangements for our kids next year, if not sooner.
—Submitted by a parent


Posted August 24, 2013

I have to agree completely with this most recent review. I am struggling with this school. My two children were new last year and had a horrible year. I was so distraught watching them come home stressed and defeated everyday either because of how the teacher treated them or just overwhelmed by all the work they had to do at home after a full day of school. I don't feel the teachers are held accountable and the I feel like I am doing half of the teaching at home.
—Submitted by a parent


Posted August 22, 2013

When moving from the East Coast I was excited that my kids were going to a school that everyone was saying was so great. After 3 years I have seen it fall far short from the hype people give it. My daughters work hard at their academics yet needed Kumon tutoring to pass most of the classes. When we joined the Kumon tutoring program my daughters informed me that most of their class was attending the tutoring as well. If a school has more than half of a class in a tutoring program, what are they doing wrong? They use the phrase "Be a hero, score 950" when speaking about the standardized test. To me that is not what I am teaching my kids a hero is. This is not what a hero is. The school does not teach life values and encourage independent thinking. It does encourage that every child work 3-4 hours of homework a night and have the parents pretty much work at the school for as much as they can, without getting paid. The school does not run on their administrative staff nor the teachers, it runs on the free work of the parents. The building is run down, the classes are too small for the amount of kids, and there is no playground structure for kids to play on.
—Submitted by a parent


Posted July 3, 2013

This was a great school! Well I believe it was when I went. I believe it has slowly decreased in teacher/principal quality. It used to be a truly great school, but there have been so many cuts that many of the great teachers that were there, are now placed with mediocre teachers. It has really strong discipline policies which can be good, but raging at first. I had this one occasion in 3rd grade, where I got a "strike" (a slip to get my parents to sign) for running on the blacktop! They have some lovely extra-curriculars but are slowly getting cut out due to their low-budget. They have fieldtrips anually for every grade level! From visiting an aquarium to camping in cabins for a week! They are pretty dedicated to their base-ball theme! As far as I know, they have only one "honors" class which is the advanced math class in 6th grade. Parents really contribute to make the students enjoy everyday life at school. As far as I remember, it is a good school, but it used to be better.


Posted September 20, 2010

school is coasting on the strength of parents and outside tutoring programs. From what i've seen, not a lot of critical thinking skills developed. The "hard stuff" gets sent home for parents to teach to children, while they are copying definitions at school. Students should be engaged in "critical thinking" activities instead of doing worksheets all day. Work that gets sent home amounts to "busy work." High scores coming from kids learning at home and kumon! It can all get done in class!!!!!!!
—Submitted by a parent


Posted April 27, 2010

This school has lowered its high quality education due to lack of leadership with the administration. Principal leadership has allowed teacher quality to become mediocre in its instruction that differentiation among students and updated curriculum aligned with state standards are absent in some classrooms. Some teachers are unable to handle the increased class sizes and are clueless of the strengths and weaknesses of their students. Teachers need to revisit their curriculum and instruction in the classroom to meet the inevitable class size increase. In addition, parents who are offering their time to volunteer IN THE CLASSROOM should not be given tedious work like photocopying and cutting paper for crafts in the teacher workroom. Teachers should utilize parents for small group assistance or target- students with low scores. The parents at Country Springs have high expectations for their children, therefore the principal should have higher expectations for her teachers.
—Submitted by a parent


Posted June 19, 2009

Great school for kids and parents. Awesome communication between school, parents, parent facilty, and students.
—Submitted by a parent


Posted June 10, 2009

The schools academic program is intense and extremely successful. It allows children to reach their full potential without overwhelming pressure. This allows the children to focus and experience school as they should.
—Submitted by a parent


Posted September 1, 2007

i am a student at country springs and just graduated. i just love it here! i didn't have any friends at first but the kids were so nice that i graduated with tons of friends!
—Submitted by a student


Posted August 28, 2007

The principal is awesome! Always there and involved.
—Submitted by a parent


Posted May 16, 2006

Country springs offer many extracurricular activities on campus that make it easy for parents. Instead of coummuting around town the school offers things like music, dance, and sports.
—Submitted by a parent


Posted December 3, 2005

Country Springs Elementary offers top notch education. High level of parent involvement, my kindergardeners are taking computer classes, and other extracurricular activites.
—Submitted by a parent


Posted August 1, 2005

The best elementary school east L.A. Excellent.
—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.

About these ratings

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 test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

941

Change from
2012 to 2013

+3

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

4 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2013

This school's
API score

941

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

+3

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

10 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

4 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 56% in 2013.

81 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
83%

2011

 
 
85%

2010

 
 
85%
Math

The state average for Math was 65% in 2013.

81 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
85%

2011

 
 
94%

2010

 
 
89%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

68 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
72%

2011

 
 
75%

2010

 
 
80%
Math

The state average for Math was 66% in 2013.

68 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
87%

2011

 
 
86%

2010

 
 
92%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

77 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
95%

2011

 
 
97%

2010

 
 
92%
Math

The state average for Math was 72% in 2013.

78 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
98%

2011

 
 
99%

2010

 
 
94%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

87 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
93%

2011

 
 
88%

2010

 
 
81%
Math

The state average for Math was 65% in 2013.

88 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
87%

2011

 
 
83%

2010

 
 
87%
Science

The state average for Science was 57% in 2013.

87 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
90%

2011

 
 
82%

2010

 
 
85%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

94 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
87%

2011

 
 
80%

2010

 
 
85%
Math

The state average for Math was 55% in 2013.

95 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
88%

2011

 
 
87%

2010

 
 
88%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students91%
Females91%
Males92%
African Americann/a
Asian95%
Filipino100%
Hispanic or Latino80%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantagedn/a
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability92%
English learner86%
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate95%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a

Math

All Students90%
Females84%
Males94%
African Americann/a
Asian95%
Filipino100%
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantagedn/a
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability91%
English learner95%
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate92%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students75%
Females72%
Males78%
African Americann/a
Asian78%
Filipino82%
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantagedn/a
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability78%
English learner62%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)67%
Parent education - college graduate68%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a

Math

All Students88%
Females81%
Males94%
African Americann/a
Asian89%
Filipino91%
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantagedn/a
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability91%
English learner85%
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)75%
Parent education - college graduate95%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students87%
Females90%
Males84%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantagedn/a
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate86%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Math

All Students94%
Females95%
Males92%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantagedn/a
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate94%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students88%
Females88%
Males87%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latino88%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantagedn/a
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate87%
Parent education - graduate school/post graduate87%
Parent education - declined to staten/a

Math

All Students91%
Females83%
Males98%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantagedn/a
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)64%
Parent education - college graduate96%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Science

All Students89%
Females83%
Males93%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latino85%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantagedn/a
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate89%
Parent education - graduate school/post graduate87%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students94%
Females95%
Males94%
African Americann/a
Asian97%
Filipino92%
Hispanic or Latino90%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged82%
Non-economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only96%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)94%
Parent education - college graduate96%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students93%
Females89%
Males96%
African Americann/a
Asian100%
Filipino92%
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantaged75%
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)88%
Parent education - college graduate96%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
Asian 51% 11%
White 24% 27%
Hispanic 22% 51%
Two or more races 2% 3%
Black 1% 7%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 7%N/A54%
Source: NCES, 2010-2011

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14145 Village Center Drive
Chino Hills, CA 91709
Website: Click here
Phone: (909) 590-8212

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