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Teacher quality
Principal leadership
Parent involvement
This school is very very so-so.. It to much strict on the parent and student.. I feel pity for students don't get enough sleep and education the time is seem short... We need more educations and more buses for areas.. I have seen a lot students walking to school late or have hard time to walk there because to dangerous to cross across street and there no safe person.. I love the teacher from second grade and hes very very cooperate with u whenever u have questions and hes very friendly. The saturday school should of have merge into absent and tardiness and every monday u have to take ur kids to school by 7 15 to catch up the tardiness its totally ridiculous. My kid even say this education is too easy to pass it.. my suggest if u going to move to this school is bad idea because not enough of summer vacation its only 2 month not like other school for 3 months breaks..
—Submitted by a parent
I must say I expected more out of this school ..If you are expecting the teachers here to keep you informed about what happens in the class room they will absolutely not do it on their own. You have to constantly hunt them down for information. The front staff is horrible and don t seem to care about any concerns that you have. They seem to be there for a paycheck and that s it. They have no after school programs, activities or tutoring for students. I think this school is due for new leadership to get the staff back on track.
—Submitted by a parent
The staff were very nice, they make every kids attend there needs as possible..the principal /teacher was very nice too, there were have monthly seminar,meeting or activities....love the school...
—Submitted by a parent
Excellent staff. School very clean. Love the school. More parents need to get involved to help instead of just complaining.
—Submitted by a parent
My daughter has been going to this school since January 08, she had to have homeschooling before starting in January 08. I want to say that the home school tutor is also a teacher at Cooley and she is amazing. Since my child has started she has had two other teachers who have been very understanding about my daughters medical condition. We had lots of hospital visits and lots of days off school due to my daughters medical condition. I have been in touch with the Principal and have always felt that she always does her best at her job and cares about the school and the children. As for the safety issues I know for a fact that the school gates are all secured throughout the day until school finishes. Noone can walk on campus freely, they must go through the office and sign in.
—Submitted by a parent
cont: This is for the childrens safety and protection. I know also that the school does prepare the children for any disaster i.e. fire or earthquake. The PTA seems to do a lot of good things to help raise money for the school. I know that also there is a club for children called KKids this gets the children involved in working together with each other and teachers and help the less fortunate, i.e. dog shelter and Loma Linda Childrens Hospital (children with cancer). Also, I know that the PTA are always asking for parents to lend their time and become involved so its not lack of the school trying to get parents to be involved. As a parent it is our duty to ask questions, find out what is going on in the school and talk to our child's teacher. pleased parent rating *****
—Submitted by a parent
All I can say is that parents definitly need to be involved heavily with what is going on with their children at this school. You have to ask a lot of questions to get the answers you want and dont take no for an answer! However, this school is fairly new and clean which is a plus in my book. This school could use better play ground equipement and it also needs some after school activities for students like a sport or something that they can be hands on with.
—Submitted by a parent
As an elementary teacher, I can't help comparing my school to Cooley Ranch. I teach in an extremely low economic area, but I feel that my students do very well in comparison to my daughter's class. I was expecting so much more when I enrolled my daughter in Cooley Ranch. It is unfortunate that many teachers that teach in more affluent areas are complacent and take many things for granted. There should be more activities and programs. The students at Cooley had have the ability to excel. Parent communication is very limited. I have to stay very involved by visiting and asking many questions. I wouldn't receive any information otherwise. I'm unaware of the lunch situation. Hopefully, that's a thing of the past. I also feel the school is very safe.
—Submitted by a parent
Academic programs are very limited. Availablity of music, art, sports and other extracurricular activities is minimal at best. Parent involvement leaves much to be desired.
—Submitted by a parent
Nice atmosphere but in a way a little strict. I also dont like how the lunch hour can be rather short. There was a few times my daughter wasnt able to eat lunch because they didnt get to the cafateria at a good time
—Submitted by a parent
The academic are poor they really dont have alot o programs for children who need extra help. Parents are involved somewhat and I think the school need alot of improvment in staff wise.
—Submitted by a parent
I think this school is very poor in education. They do not help the kids who need it. They always say it is someone elses responsability! They do not offer any types of tutoring for kids. If they do no one know who does it! There are several new teachers who I do not think should be grade school teachers. They are not there to help the 'average' child. The pricipal doesn't seem to worry about this issue! The lunch program is still very poor. You better make sure your child has a very large breakfast, they may not get to eat lunch! It also is not a safe school. It backs up to a community park and the gates are left open all day for anyone to walk in or out. The whole world has the opportunity to walk on campus or take a child! Think twice!
—Submitted by a parent
I have to agree about the lunch problems. The school does need to provide a better method for serving lunch. Currently there is not enough time and the antics of the adults supervising the students in any environment would be unacceptable. Yelling at the kids and telling them to 'shut up' is not okay. My children have expressed similar complaints. However, on a more positive note I really love the school itself. I love that it is small and far more intimate than larger school setting. The kids all know the teachers even if they are not in their classroom. My childrens teachers have been very supportive and creative when educating them. I have always enjoyed the open door policy extended to parents. For those of you who are doing so much complaining try going to the school and helping out, especially if you have reasonable solutions to the problem.
—Submitted by a parent
My children have been attending Cooley Ranch for two years and I love the school. The campus is small enabling the faculty and staff to have a more intimate relationship with the students. Parents interaction is welcomed and encouraged in the classroom. Cooley Ranch is a well structured and safe learning environment.
—Submitted by a parent
Well if a school's biggest complaint is that lunch is served too quickly and the kids are pushed to finish eating quickly, then I think that it must be an ok place to be. Worrying about items as minuscule as this seem pretty silly. I too think the staff is excellent and all teachers that I have been in contact with really seem to care about student performance. Every school is going to have problems, as was stated in other comments, but overall I don't think there could be a more caring and cooperative group of people to have at a school. I really enjoy the Star Behavior Program. I find that it keeps some students, whose parents don't enforce rules at home, from causing problems with other students while in line and at lunch. Overall, I am very pleased with my child being a part of Cooley Ranch.
—Submitted by a parent
I must say I am completely unaware of the lunchtime horror that has been previously stated! On a more positive note, I have been dealing with Cooley Ranch for over 8 years now and I love it! I love the teachers and staff and I fight with the district just to keep my children in this school. I always support the PTA including the hundreds of fundraisers. My children have received a substantial amount of knowledge and education from the teachers there. Sure, every place is bound to have some form of problem, but statistically speaking, I love Cooley Ranch Elementary!
—Submitted by a parent
This school is in need of a lot of work. Lunch time is run like a prison! The kids need time to unwind and be kids, not yelled at to dump their food and 'shut up!' My child is not an inmate yet the school's Star Behavior Program makes it look like she is. I am horrified that all the complaints about the bathroom oders, ants-literally everywhere and lunch time have not been resolved in years. The parents have simple solutions to the problems but the school and district won't bend an inch or even consider suggestions!
—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.
91 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
91 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.
90 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
91 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.
91 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
92 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.
73 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
73 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
73 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.
76 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
77 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 | 53% |
| Females | 55% |
| Males | 53% |
| African American | 42% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 68% |
| Students with disability | n/a |
| Students with no reported disability | 55% |
| English learner | 56% |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 59% |
| Females | 57% |
| Males | 63% |
| African American | 42% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 61% |
| English learner | 61% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| 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 | 44% |
| Females | 43% |
| Males | 45% |
| African American | 38% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 44% |
| English learner | 44% |
| Fluent-English proficient and English only | 44% |
| Migrant education | n/a |
| Gifted and talented | 81% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 49% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 66% |
| Males | 68% |
| African American | 54% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | 58% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 68% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | n/a |
| 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 | 54% |
| Females | 60% |
| Males | 47% |
| African American | 40% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | 14% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 24% |
| Parent education - some college (includes AA degree) | 66% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 59% |
| Females | 53% |
| Males | 65% |
| African American | 50% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | 36% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | n/a |
| 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 | 66% |
| Females | 66% |
| Males | 66% |
| African American | 50% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | 45% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 69% |
| Males | 84% |
| African American | 69% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | 73% |
| 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 | 64% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 57% |
| Males | 74% |
| African American | 38% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | 64% |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | n/a |
| 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 | 76% |
| Females | 74% |
| Males | 79% |
| African American | 77% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | n/a |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 47% |
| Females | 43% |
| Males | 53% |
| African American | 50% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 60% |
| Students with disability | n/a |
| Students with no reported disability | 49% |
| English learner | n/a |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | n/a |
| 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
African American
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
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 53% | 49% | ||
| African American | 21% | 7% | ||
| White | 13% | 28% | ||
| Asian | 7% | 8% | ||
| Filipino | 4% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 1% | 1% | ||
| Multiple or No Response | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 17% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 62% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 71% | 85% | ||
| Indonesian | 10% | 0% | ||
| Filipino (Pilipino or Tagalog) | 7% | 1% | ||
| Arabic | 3% | 1% | ||
| Punjabi | 3% | 1% | ||
| Vietnamese | 3% | 2% | ||
| All other non-English languages | 2% | 1% | ||
| Urdu | 2% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 23 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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1000 South Cooley Drive
Colton,
CA 92324
Phone: (909) 876-4272
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