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GreatSchools Rating

Anna A. Borba Fundamental Elementary School

Public | K-6

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 1 rating
2012:
Based on 2 ratings
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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28 reviews of this school


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Posted August 15, 2014

I have 4 children and with my oldest starting High School already. my children have all started either Pre K or Kinder there and graduated and moved on. They all love Borba as their school. The staff has grown with our family and have given my children alot of knowledge from the staff in the office to the teachers that do a fantastic job. Thank you all!!!
—Submitted by a parent


Posted April 14, 2013

Im really glad to hear this comment, that the Administration favors the low income, spanish speaking students. All my life I have seen these people pushed to the side and wept under the carpet, only to be given a mediocre education and treated less than. In some ways having to learn english and having a learning disability makes it so much more difficult for these little children. Give these children a real education and a chance at becoming successful. If we do that we help ourselves in the end, the problem is we are not educated enough to understand. We still think that everything belongs to us, and we are separate let me tell you something no one is going anywhere so lets give a helping hand so we don't end up supporting someone we did not properly educate.
—Submitted by a parent


Posted August 30, 2012

Anna Borba's big drawback is the chain fence that surrounds the entire school. it looks like a prison. What are they afriad of?


Posted January 29, 2012

The Administration at this school favors the low-performing, Spanish Speaking students and families. The parent meetings are twice as long, since they need to be translated in Spanish. The students that are continuing to score advanced on State Testing are not acknowledged, but the 3% of the student population that have raised their scores are rewarded with special privileges. Also, at parent meetings, the principal criticizes other elementary/junior high schools in the same district. The administration present and past have caused this school to fail academically when it was moved to their present location.
—Submitted by a parent


Posted January 8, 2011

Its horriable they don't clean the bathroom's every one in the office is unwelcoming they shouldn't have changed the campus.
—Submitted by a parent


Posted June 9, 2010

I transfered my child from Briggs to Anna Borba in the middle of her school year last year because of the whole move thing and I have to say that I was a little scared to do that because I thought Briggs was the better of the two schools. But after entering Anna Borba and really getting to know the staff and being lucky enough to have great teachers last year and this year, I know I made the right decisions for my child. I have a child that is ADHD and she has been getting avarage grades the last three years in school, and I am happy to say that with the hard work of my daughter and the help from her teacher this year she has made Honor Roll. And I have to say it is because of her teacher here at Anna Borba. Thanks for your help
—Submitted by a parent


Posted November 5, 2009

Great school, wonderful principal and assistant principal, and great teachers. Very welcoming. My kids are getting a great education under the IB PYP program. The staff is hard working and friendly.
—Submitted by a parent


Posted October 11, 2009

This new place is awful. Parents are not welcome and a friendly atmophere is nonexistent. Closing down the first campus and moving was a big MISTAKE!


Posted September 19, 2009

This new site is just horrible! as a parent you dont feel welcome! I, like many parents fell this way. you are not allow to stand by your childs class. they so call it for security reason . its a bunch of boloni....they dont have someone to wacth the gates after you drop the kids in the morning and just before you pick them up.!
—Submitted by a parent


Posted January 6, 2009

Amazing teacher/child/faculty and PARENT workmanship!Consistency, consistency and CONSISTENCY. Proud to have my child's young mind be educated and enriched with A.Borba Fundamental's striving strategy!!!
—Submitted by a parent


Posted October 24, 2008

My child has been at Anna Borba since grade K. My child is in speech and is doing great. The school is great the teachers are hard working and the Principle and VP are great too! This school is a title one school because of the children that are english second language! The state test is not written for a child that has trouble speaking eng. My child and many children scored very high on the state testing! In fact are teachers went above and beyond to prep are children for the testing! My child scored 100% on 4 areas of the state test! The Ib program is a new way to teach global. My son is learning more than I had learned in CA school and he is becoming a thinking, visionary and most of all a great student! Great job to all the staff at Anna Borba!
—Submitted by a parent


Posted October 22, 2008

I finally pulled my children out of this school due to the poor leadership, teaching staff, and the fact that what you have read in the last quotes are completly on the mark! It was a hard decision to make but my kids have never been happier, and the education that they are receiveing at their new school within in district doesn't even compare to Borba. We thought as many others that it was a better school and that is simply not true. The IB program does not add anything to the school either. It just costs a lot of money!! and was being funded through the PFA until this year. Again pulling my kids out was the best decision I could have made and I am glad I did!!!!!!!!!!!!!!!!!!!
—Submitted by a parent


Posted October 22, 2008

I have child that has been attending Anna Borba since third grade. He has only had wonderful caring teacher with a focus on teaching the best strategies to help students learn. My child is average student that has had all of his needs met by the professionals at Anna Borba. I feel that Anna Borba is a wonderful school. I would recommend this school to anyone.
—Submitted by a parent


Posted October 21, 2008

Very concerned that they only pay attention to the straight A students. If your child is perfect and gets straight A's then this is the school for you. If you child is average then expect a lot of problems and inconsistencies. They do not hit the mark with treating all children the same. They make exceptions if you do not speak English and if your child is gate. I do not recommend this school. It is all hype.
—Submitted by a parent


Posted May 28, 2008

one of the things that concern my wife and i is anna borba has become more of a neighborhood school. the 'school of choice' thing just means you need to sign up to go there. there are issues that are not followed through with to keep the students/parents in check!
—Submitted by a parent


Posted February 4, 2008

good teachers and students
—Submitted by a student


Posted January 30, 2008

If your child is always compliant, does not ask questions, and excells naturally academically Anna Borba is a good school for you. The school not only is Title one but continually misses the mark when it comes to test scores. They are now a program improvement school. My children will only be in this school until I can get them out!
—Submitted by a parent


Posted November 27, 2006

My son has attended anna borba since kindergarten he is now in 5th grade. I have nothing but praise for this school they teach respect for others and accountability for you actions. The teachers are excellent. They truly care about the kids. The pfa works hard and they are a great group that consists of mothers and fathers. If you put your child in anna borba you are ensuring that they are getting the best education. Anna borba is a great school on so many levels.
—Submitted by a parent


Posted November 2, 2006

I m a parent who is really involved in my children s education. So when their grades began to fall, I was concerned. I was at the school (room mom) watching & observing. What I saw was a disgrace to education. We were so glad to hear space became avail at Briggs. So untrue when someone tells you that Anna Borba is a great school. Now with the title 1 what happens to the future kids? No parent involvement except the same little PFA group taking over Mrs. Hemlock School.
—Submitted by a parent


Posted November 2, 2006

I think are kids are an example of us (parents). The June 2006 review. It's not the school that teaches 'the importance of respect and dressing appropriately.' This comes directly from us the parents. My children are well mannered and very respectful. A proud parent with kids attending Briggs the last 2 years!
—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

772

Change from
2012 to 2013

+10

API Statewide Rank
(2012)

3 / 10

API Similar Schools Rank (2012)

2 / 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 its schoolwide API target for 2013.
  • This school has not yet 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

772

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

+10

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 2012 and Spring 2013. 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)

3 / 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)

2 / 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.

67 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
62%

2011

 
 
48%

2010

 
 
59%
Math

The state average for Math was 65% in 2013.

67 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
52%

2011

 
 
60%

2010

 
 
72%
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.

80 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
26%

2011

 
 
28%

2010

 
 
47%
Math

The state average for Math was 66% in 2013.

80 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
50%

2011

 
 
57%

2010

 
 
71%
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.

78 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
57%

2011

 
 
51%

2010

 
 
51%
Math

The state average for Math was 72% in 2013.

78 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
57%

2011

 
 
61%

2010

 
 
60%
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.

81 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
49%

2011

 
 
46%

2010

 
 
52%
Math

The state average for Math was 65% in 2013.

81 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
60%

2011

 
 
66%

2010

 
 
58%
Science

The state average for Science was 57% in 2013.

82 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
52%

2011

 
 
48%

2010

 
 
56%
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.

85 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
44%

2011

 
 
44%

2010

 
 
52%
Math

The state average for Math was 55% in 2013.

86 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
38%

2011

 
 
35%

2010

 
 
32%
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 Students42%
Females40%
Males46%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged36%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability46%
English learner41%
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate42%
Parent education - high school graduate37%
Parent education - some college (includes AA degree)53%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students50%
Females40%
Males71%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged46%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability53%
English learner50%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate32%
Parent education - high school graduate53%
Parent education - some college (includes AA degree)73%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
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 Students40%
Females41%
Males39%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged37%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability44%
English learner30%
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate36%
Parent education - high school graduate30%
Parent education - some college (includes AA degree)36%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state45%

Math

All Students62%
Females56%
Males68%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged59%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability64%
English learner51%
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate73%
Parent education - high school graduate75%
Parent education - some college (includes AA degree)45%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state52%
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 Students49%
Females49%
Males49%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged45%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability55%
English learner17%
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate29%
Parent education - high school graduate58%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state44%

Math

All Students50%
Females43%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged46%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability57%
English learner29%
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate29%
Parent education - high school graduate63%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state44%
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 Students53%
Females49%
Males63%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged52%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability56%
English learner18%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate39%
Parent education - high school graduate65%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state65%

Math

All Students66%
Females68%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged66%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability71%
English learner41%
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate50%
Parent education - high school graduate76%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state78%

Science

All Students44%
Females43%
Males46%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged42%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability47%
English learner9%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate31%
Parent education - high school graduate53%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state48%
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 Students55%
Females56%
Males52%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged45%
Not economically disadvantaged94%
Students with disability27%
Students with no reported disability58%
English learner22%
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate39%
Parent education - high school graduate72%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state42%

Math

All Students53%
Females49%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged43%
Not economically disadvantaged88%
Students with disability8%
Students with no reported disability60%
English learner19%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate43%
Parent education - high school graduate71%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate73%
Parent education - graduate school/post graduaten/a
Parent education - declined to state36%
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
Hispanic 95%
White 3%
Asian 0%
Black 0%
Two or more races 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 85%N/AN/A
English language learners 54%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • Gerson Renderos
Special schedule
  • Year-round
Fax number
  • (909) 548-6086

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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4980 Riverside Drive
Chino, CA 91710
Website: Click here
Phone: (909) 627-9638

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