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Teacher quality
Principal leadership
Parent involvement
Yes the schl has a high API score. Above 910.so what? It does not reflect the school reality. It's the recent influx of new students that are raising the score' like any other Socal suburb public schools. Teachers are placent. Not innovative. Of course I am sure not aaalll but most I wud say. Most hv been there forever, just waiting 3~5 more years to retire and cash on the retirement which theywell deserve. Most blame on budget cuts and standardized testing for lack of energy in the classroom. The frequent change of administrators only hurts the school to achieve anything. All are set in their old ways. The past principal n vice principal were so dedicated n active on campus. The current principal who came out of retirement knows it all so most parent comment/ concern is just brushed off. All she cares are datasdatas of the past. Her sarcasm is sometimes insulting to parents. The parttime VP is at a loss as her time is being pulled btwn 2schls. The PTA groupie ladies are only concerned about fund raising. Only recently they are involved in helping out on campus n making difference. The "rumored" teacher is wonderful encouragingfunnyhappy. Unruly sts anthr story.
—Submitted by a parent
Terrible!!!! Teachers and staff are bullies and unfair. They all stick up for each other (of course), even if it means lying!!! If you want your child to be treated fair, do not take then here!!! All the teachers and staff gossip about each other, students, and staff. I and several other parents have heard this going on. The new principle is wonderful this year but here staff is terrible, and some of the teachers are too worried about gossiping then teaching!!!
—Submitted by a parent
I love the teachers in the school especially the first grade teacher she took good care of my kid...About the principal...lack of professionalism....I think the principal needs to think first before she say something... So far I have not seen a worksheet dated 1973.. I agree as well that there is no differentiation for advance students,,, But overall the school is so far developing my kids ability to learn. The parent involvement is awesome...
—Submitted by a parent
As a professional educator, I was extremely dissatisfied by the archaic methods used to "teach" children. One worksheet my daughter was given was dated 1973. It was a "one-sized-fits-all" approach with NO differentiation for advanced students. Luckily, we were able to transfer to a school where teachers actually teach rather than hand out a stack of worksheets each day.
—Submitted by a parent
If this school were my only option, I would home school my child. I cant post it here under threat they wont allow my posting to warn other parents, but there is a current teacher that disciplines by corporal punishment. With the exception of a few, this school is full of teachers who are there to collect a paycheck and not there for your child. They refuse to actually teach things like reading and writing and believe the best way to educate is to overwhelm kids with worksheets-lazy! For that matter, I could buy workbooks at the teacher supply store. This school expects the parents to send their children to school knowing how to read and the teachers do not take any true responsibility for a childs struggles. Oh but they are quick to pat themselves on the back with praise the years the kids achieve high API scores. CH is a community of professional parents who believe in education and take an active part in their children's education which benefited Oak Ridge. This school is a poster child for why the public dislikes teachers unions. I would love to see the school board clean house here. Oh and by the way, OR had the highest mass exitous for transfer to Oxford.
—Submitted by a parent
This is truly a great school! The principal is kind and caring. The staff run a tight ship. My child has enjoyed her years there. As it is at whatever school you attend, there are better than other teachers though I've had mostly good experiences. And there are a variety of student's personalities but most seem to care about academics. There is a lot of parent input as well. The atmosphere is conducive to learning and each child seems cared for well.
—Submitted by a parent
I went to this school for seven years kindergarten through sixth and graduated in 2009 the school is awesome!!!!!!!! Kindergarten was great! First grade was a little lacking, but second through 6 were great!!!!! I was struggling in math during 4th and 5th grade but got it up in 6th grade, and now am taking geometry as an 8th grader, which is unusual. I like Mr. berg, he was great!! Mrs.Coleman,the principle during my 2nd year was not very good. Mr. Wilson was okay but i preferred Mr.Berg. Overall a great school!!!!
My son is in 2nd grade. His 1st grade teacher was fantastic! However, it's a different story for his 2nd grade teacher. It's very sad when it's obvious that a teacher no longer has any passion to teach. She is very old school and has no problem letting the parents know that. Frankly, this teacher should retire. I've also been hearing that since the new principal took over, his leadership skills are a bit suspect. Some parents are considering a new Charter School but we're not at that point. Our son likes the school and has many friends and the parent involvement is amazing. If anyone has anything to add to make us feel better about the quality of teaching in grades 3-6 at Oak Ridge, it would be much appreciated.
—Submitted by a parent
I am 100% satisfied on the overall performace of this school.My two kids are currently enrolled as 1st and 6th graders and they have achieved excellent grades. I give credits to the principal, teachers and all the school staff members who are continously working hard in helping each students achieve their goals. Though I am not an active parent when it comes to school activities (due to the fact that I am a working mom), I admire the parents who always devote their time to volunteer. Last but not the least, Oak Ridge students will sure have the best a school can offer with the superb supervision of their school principal Mr. Wilson.
—Submitted by a parent
Good school! great teachers! very nice principal ! very friendly staffs and environment !
—Submitted by a parent
Excellent, friendly, effective staff, principle, curriculum, activities, and environment. My daughters enjoy the school.
—Submitted by a parent
Oak Ridge has asuperb staff led by number one principal, Mr. Berg !!!!
—Submitted by a parent
My family has been involved with Oak Ridge Elementary for 7 years. I have found Oak Ridge to be a top notch school. Not only is the staff, faculty and principal simply the best; but the parents are highly involved. There is usually a 98% turn out at all family/school functions. I feel truly blessed to be a part of Oak Ridge and a mother who is very involved.
—Submitted by a parent
Amazing! Wonderful! Top notch! Cannot imagine enrolling my children at any other school!
—Submitted by a parent
I highly recommend Oak Ridge Elementary school to parents. The teachers, parents and leadership really care about all aspects of the education process. I feel my children are safe in school and on the property because of the strictness of the staff. The Principal knows my face and my children, he knows how they are doing in school and puts a huge emphasis on grades, attendance, reading programs, rewards and parent involvement. The PTSA also does an excellent job at supporting the kids, the school programs and teachers. Unlike the junior high schools in the area, where I am told parents are to stay away from the school and only get grade updates via the internet-Oak Ridge Elementary want parents to be involved and care about the kids education. L. Heiden
—Submitted by L. Heiden, a parent
Oak Ridge has an excellent academic program, led by a fabulous principal. My son attended there for two years and had excellent teachers. The parents at the school are extremely involved.
—Submitted by a parent
My daughter started kindergarten last September at Oak Ridge Elementary School. We are very happy because children's safety is a priority. The principal knowns every child by name, and most of the parents too. The teacher has been great although they have to have 30 children at a time. I love that we can volunteer and be part of our kids school life. Teacher is very good at explaining everything in detail (specially for parents that is the first time at grade school) and sharing the low's and high's of our children in private. She also does not label them as the smartest or less smart, and encourange them to bring the best out of them. We love the school.
—Submitted by a parent
This is a great school with a great principal (at the present), Principal Alan Berg. The teachers focus on the academic progress of each student and bring a challenge to GATE students as well. Parents are involved with the PTA and numerous events. The extracurricular activities are very fun and challenging.
—Submitted by a former student
Immigrated from Beijing, China 3 years ago, my daughter understood little English, but she got very good feelings toward her teacher, classmates and school on the first day. Her teacher instructed her in different ways very patiently. With the helps of her teachers, classmates and school, after 4 months, she has no problem to study in her class and got 2nd place for Spelling Bee last year. From my daughter s progress, you can see how much effort the teachers and school have contributed to students. I still keep my daughter in Oak Ridge based on her willingness after she passed GATE program. Interests and love are the most important factors in education, and Oak Ridge teachers have both of them. My daughter loves her teachers, school and her classmates and enjoys going to school every day! I like the positive and open-minded attitudes, fairness, multi-cultures and healthy environment in Oak Ridge.
—Submitted by Malucia (Yanfen) Zhang, a parent
Great school. It has consistently been number one in the county according to the state guidelines. The principal Mr. Berg is absolutely fantastic. The kids not only are taught a challenging curriculum, but the school adheres to a strict moral conduct. The parents are a very positive influence and there is lots of parent participation.
—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.
106 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
106 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.
99 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
100 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.
84 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
89 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.
103 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
103 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.
118 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% 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
| All Students | 79% |
| Females | 73% |
| Males | 84% |
| African American | n/a |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 84% |
| Students with disability | 33% |
| Students with no reported disability | 84% |
| English learner | 67% |
| 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 | 42% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 82% |
| Males | 93% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 87% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 89% |
| Students with disability | 42% |
| Students with no reported disability | 94% |
| English learner | 75% |
| 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 | 58% |
| Parent education - some college (includes AA degree) | 90% |
| Parent education - college graduate | 94% |
| 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 | 69% |
| Females | 63% |
| Males | 74% |
| African American | n/a |
| Asian | 79% |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 72% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | 73% |
| Fluent-English proficient and English only | 68% |
| 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) | 55% |
| Parent education - college graduate | 66% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 82% |
| Males | 92% |
| African American | n/a |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | 91% |
| Fluent-English proficient and English only | 87% |
| 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) | 77% |
| Parent education - college graduate | 94% |
| 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 | 88% |
| Females | 89% |
| Males | 87% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | n/a |
| 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) | 81% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 90% |
| Males | 88% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 91% |
| Students with disability | 43% |
| Students with no reported disability | 97% |
| English learner | n/a |
| 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) | 86% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 89% |
| 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 | 78% |
| Females | 80% |
| Males | 77% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 81% |
| Students with disability | 40% |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 81% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 81% |
| Males | 69% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 66% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 79% |
| Students with disability | 33% |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 75% |
| Males | 73% |
| African American | n/a |
| Asian | 76% |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 78% |
| Students with disability | 27% |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| 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) | 68% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 80% |
| 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 | 78% |
| Females | 77% |
| Males | 77% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | 66% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 82% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 77% |
| Males | 80% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 89% |
| 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
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
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
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 43% | 28% | ||
| Hispanic or Latino | 23% | 49% | ||
| Asian | 17% | 8% | ||
| Multiple or No Response | 7% | 3% | ||
| African American | 6% | 7% | ||
| Filipino | 4% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 7% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 9% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 47% | 85% | ||
| Korean | 19% | 1% | ||
| Mandarin (Putonghua) | 9% | 1% | ||
| Arabic | 7% | 1% | ||
| Filipino (Pilipino or Tagalog) | 7% | 1% | ||
| Urdu | 7% | 0% | ||
| Vietnamese | 5% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 23 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 18 | N/A | 11 |
| Average years teaching | 18 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 94% | N/A | 96% |
| Emergency credential or waiver | 3% | N/A | 2% |
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15452 Valle Vista Drive
Chino Hills,
CA 91709
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Phone: (909) 591-1239
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