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Teacher quality
Principal leadership
Parent involvement
Principal banned imaginative play from recess for all grades. Parents are pulling their kids out of this school.
—Submitted by a parent
I was reading some of the reviews and usually don't write them online, but i think for the parents that wrote about the discrimination issues for the non hispanic children that they need to take a closer look at the school this year. My son started Kinder this year and is loving it, the class is mixed and well balanced his teacher is phenomenal, very involved and caring. Also his classroom as blocks and other toys for them to play with it is very colorful and inviting. The parents are all very friendly and when it comes to getting the children ahead of the learning curve i am impressed with the quality of materials and amount they learn in a almost playful way very quickly. His teachers approach on the curriculum is extraordinary and i have to say school has changed a lot since my time but i am very impressed with the staff, leadership and their academic programs that give all students a chance to learn at a pace that is exeptional
—Submitted by a parent
I give this school 2 stars because of the beautiful campus in a nice neighborhood, and the other parents are friendly. However, we had several issues from the beginning. The principal was always very reluctant to allow observations (other schools were open & welcoming). She rarely returns e-mails, and she eliminated indoor play or any play-based learning in Kinder in order to improve district assessments. However they would play cartoon videos during quiet times or indoor recess since there were no blocks, play dough, or anything. One of the Spanish kinder teachers told me "creativity is for at home." The worst part was when my Kinder slipped out of class unnoticed. I happened to find him at the rear gate of the school. No one was looking for him. Teacher did not inform the office. At a later meeting with the principal she said she sent a parent to notify the office, which turned out to be false. The principal did not seem concerned. When I discovered this I took him out of the school. She said a kid goes missing every year but they always find him. I hesitated leaving this review, but I feel other families should know so they can make an informed choice.
—Submitted by a parent
Excellent school with very dedicated teachers. Test scores are consistently high and parents are very involved.
—Submitted by a parent
This is my 1st year at Liberty and my child's teacher seems to have good classroom control. I feel that my child is safe at the school and enjoys going. The parking is a nightmare. Kindergarten parents have to park and walk their student into the classroom and do the same for pick up. There is a HUGE bus area that is only used for Special Ed students. This area could be used for Kindergarten drop off and pick up to help with the ebb and flow of the parking lot traffic. My student is in the English only class and the class is small--I cannot complain.
—Submitted by a parent
My daughter's 1st year here has been great so far. The principal was friendly and took time out of her busy day to answer my questions. The curriculum and programs available seem very well thought out. We're looking forward to an outstanding year.
—Submitted by a parent
This school is outstanding, and the staff is amazing. I can't believe how dedicated the teachers, principal and even the office staff are. I normally don't post on message boards like these because typically it's just the crackpots that do, but you need to give credit where credit is due. Great job Liberty. Thanks for making my children's education your passion.
—Submitted by a parent
I love this school. My son has had great teachers while at Liberty. His teachers are firm and have high expectations. I think the staff really cares about the kids and the Principal knows the students by name. You will always see many parent volunteers at the school.
—Submitted by a parent
This is my son's first year at Liberty so far I have been very disappointed.I feel the principal does not really care she never returns phone calls. I feel there is alot of discrimination at the school for non-hispanic students.
—Submitted by a parent
I would agree there seems to be a lot of discrmination at the school for non-hispanic students. My daughter has had several issues with the unfair rules that are placed upon herby the yard duty and teachers.
—Submitted by a parent
I am very impressed with the teachers in Liberty. They set the bar high. My daughter is a 2nd grader in the Spanish Immersion Program, she loves her school. My understanding is that the English teachers are great as well. Principal knows all of the students and seems very open and approachable. PTSA works hard and do great things for the school. Drop off and pick up areas need improvement.
—Submitted by a parent
The school has great teachers and staff. The family events are good especially movie night, Liberty Laps - the simple family events. The PTSA isn't as available/cooperative as it used to be - but what does that matter. The drop off/pick up at this school is awful - the design is ridiculous. The principal and school police support on this issue is mis-directed and effectively nonexistent.
—Submitted by a parent
My daughter has had a great experience at Liberty so far. The teachers have been great and I really enjoy the activities they offer. My only complaint is the parking and drive-through situation. There has to be a better set-up for drop-offs/pick-ups!
—Submitted by a parent
Maybe the parents who are bashing the PTSA should get involved and help. My son has been at Liberty since it opened 5 years ago and I think they do an amazing job!
—Submitted by a parent
The Principal is excellent on following up with issues involving her students and knows many of the children on a first name basis. She is professional, caring, and courteous. Unfortunately the yard duties seem to discriminate against non-Hispanic children. There needs to be more ethnic balance.
—Submitted by a parent
This is an awesome school. I have a 2nd grader in the Spanish Immersion program. The teachers go above and beyond. Students receive encouragement and guidance within a very strictly structured classroom. The students excel in these classes. The staff is experienced, personable, and innovative. The principal is involved and knows all of the students. We enjoy the ptsa family events. Especially the formal dance, talent show and movie nights. Our kids love the Liberty Laps - what a great way to start the day. The Immersion program gets lots of attention, but the English teachers are outstanding as well.
—Submitted by a parent
I couldn't ask for a better school and staff for my children. The spanish program is amazing and the teacher go above and beyond!
—Submitted by a parent
My son is in the 4th grade at Liberty. I am very impressed with his teacher and the support he receives in the classroom. As for the PTSA, they need help. Not very organized. Teachers are great and we believe we made a great choice for our child.
—Submitted by a parent
Teachers are really involved at Liberty. We love the dedication and drive the Spanish immersion teachers have. The principal is very hands on and involved in the classrooms, events and student follow-up. A great Arts History program is taught here. Some of the best SDC teachers and aides. The teachers offer after school help, Spanish classes, running clubs, speech.... Fun family events: movie nights, festival, talent show, art gala, formal family dance, glow party. Pleasant family dynamic at all events. The office staff is the most helpful I've ever seen. This school has a practical and effective anti-bullying strategy. We are very comfortable here. We have an interdistrict transfer from another local school.
—Submitted by a parent
My child is enrolled in the Spanish Immersion Program. The Spanish Immersion teachers and the Pricipal are on-the-ball and 1st rate. Highest marks! For those parents who don't speak Spanish, the homework is a bit of a challenge, but well worth it. The PTA still needs work, and I don't like that all parents are not encouraged to attend the meetings.
—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.
96 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
96 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.
93 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
94 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.
100 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% 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 63% in 2012.
102 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
102 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
102 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.
97 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
97 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 | 73% |
| Females | 84% |
| Males | 66% |
| African American | n/a |
| Asian | n/a |
| Filipino | 89% |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | 64% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 65% |
| Parent education - declined to state | 72% |
| All Students | 86% |
| Females | 92% |
| Males | 81% |
| African American | n/a |
| Asian | n/a |
| Filipino | 95% |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | 84% |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 97% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | 86% |
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 | 71% |
| Females | 79% |
| Males | 65% |
| African American | n/a |
| Asian | n/a |
| Filipino | 86% |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | 36% |
| 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 | n/a |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | 74% |
| All Students | 89% |
| Females | 92% |
| Males | 88% |
| African American | n/a |
| Asian | n/a |
| Filipino | 93% |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | 71% |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | 80% |
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 | 86% |
| Females | 93% |
| Males | 81% |
| African American | n/a |
| Asian | n/a |
| Filipino | 85% |
| Hispanic or Latino | 88% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | 76% |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 88% |
| Males | 91% |
| African American | n/a |
| Asian | n/a |
| Filipino | 90% |
| Hispanic or Latino | 90% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | 82% |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 87% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 79% |
| Females | 85% |
| Males | 75% |
| African American | n/a |
| Asian | n/a |
| Filipino | 79% |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | 73% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | 71% |
| All Students | 89% |
| Females | 91% |
| Males | 87% |
| African American | n/a |
| Asian | n/a |
| Filipino | 88% |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | 73% |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 97% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 86% |
| All Students | 84% |
| Females | 87% |
| Males | 80% |
| African American | n/a |
| Asian | n/a |
| Filipino | 88% |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | 64% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | 79% |
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 | 72% |
| Females | 80% |
| Males | 62% |
| African American | n/a |
| Asian | n/a |
| Filipino | 78% |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | 20% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | 92% |
| All Students | 78% |
| Females | 85% |
| Males | 69% |
| African American | n/a |
| Asian | n/a |
| Filipino | 89% |
| 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) | 91% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | 33% |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 92% |
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
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic | 46% | 51% | ||
| White | 26% | 27% | ||
| Asian | 21% | 11% | ||
| Black | 5% | 7% | ||
| Hawaiian Native/Pacific Islander | 2% | 1% | ||
| American Indian/Alaska Native | 0% | 1% | ||
| Two or more races | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 13% | N/A | 54% |
| English language learners 2 | 16% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 88% | 85% | ||
| Filipino (Pilipino or Tagalog) | 9% | 1% | ||
| Ilocano | 1% | 0% | ||
| Khmer (Cambodian) | 1% | 0% | ||
| Korean | 1% | 1% | ||
| Russian | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 20 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 11 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| School Leader's name |
|
| Special schedule |
|
| Fax number |
|


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2175 Proctor Valley Road
Chula Vista,
CA 91914
Website: Click here
Phone: (619) 397-5225
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For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
Please note that it can take up to 48 hours for your comment to be posted to our site. While you're here, we'd like to invite you to fill out a survey on your school's programs, activities, and extracurriculars. It only takes a few minutes and will help parents get a full picture of your school.
Continue to compare the schools you have already selected or Edit schools to change your selection.
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