GreatSchools Rating
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Teacher quality
Principal leadership
Parent involvement
I agree with the post below from March 8,2012. Mrs. Coffey is an awesome teacher! I have two sons who has had her class. She sets the bar as to what a teacher is to be. The other teachers not so much. I actually pulled my kids out because the other teachers are just horrible and unorganized. as for Colton district it's probably the best school. Sad. Mr Jury I cannot believe he's a teacher. My son said he put cartoons on for them. I went to class to work with my child and he sat in the back the whole time and did not teach a single thing! You would figure he would have stepped it up, but sadly no. I will try Grand Terrace Elementary, I have heard good things about this school. Sadly, Mrs. Mumper is no help. I tryed talking to her and I felt she blew me off and treated me as a child. She kept calling me honey. I'm almost 40 years old.
—Submitted by a parent
My rating is based for Colton schools--they don't set the bar very high though, we've check all of them out since we have moved often around the area. For the most part, most teachers are good but there are a handful that seem pretty unmotivated or just plainly fed up with the system. However we really liked Mrs. Coffey, she keeps you informed, is academically challenging and really enjoys her students no matter how difficult the economy or their pay is. The other teachers could learn a lot from her. Her class is also a GATE class, so if your child isn't in GATE, he will have a challenge, however he will also probably be learning more than the other students in other classes. Mrs Coffey whipped both my boys into shape, and the only one that wasn't in her class, is like the teachers he had, unmotivated!!
—Submitted by a parent
Reche Canyon is the best elementary school in the Colton School District. The Principal Mrs Mumper trully cares about the kids and all the staff. she brings certificated (teachers) classified (kitchen staff, office staff, etc) and management together. this is not easy to do. moreover the parent participation is great. it is a small school located in a beautiful canyon. your child would be treated well by all staff and more importantly will excel. so if you get an opportunity to have your child transfer do it it will be the best thing you could do for your child.
—Submitted by a parent
Excellent school. 4 of my children attended Reche Canyon, 5 of my grandchildren and 1 neice attended Reche Canyon. A very proactive administgration, teachers and staff create an excellent learning environment. My children and grandchildren all cherished the learning experience they had at Reche Canyon.
—Submitted by a parent
My family loves Reche Canyon Elemantary School.Mrs.Mumper is the principal who truly cares about all the students! This school is a California distinguished school.Teachers are great! My son attended k-6 he is a gifted student.He was promoted to middle school.My daughter is in first grade,they both have many awards from this school.They learned from the best teachers at Reche Canyon,I recommend this school to all parents.State testing scores are high.Great school activities.Here at Reche Canyon :parents,teachers and principal work hard to keep students focused and are encouraged to do thier best.
—Submitted by a parent
It's been a month we move to Texas due to my husband job relocation and we miss Reche Canyon already... I am shock to see that the curriculum in here is so far behind than Reche Canyon...The curriculum & the homework at my son's new school is way too easy for him. I'm very dissapointed with my son's new school (Garner Elementary). I wish I could find school as best as Reche Canyon in here...Reche Canyon is the best ! *Joseph's Mom*
—Submitted by Sarah Lalawi, a parent
My daughter was a new student this year and this school is wonderful. She had an easy transition and her teacher (Mrs. Chapman) is fantastic.
—Submitted by a parent
My son has been at Reche Canyon since kindergarden, now he is in third grade and is been a wonderfull experience for both of us. Mrs Mumper the principal is really caring about her kids(students) and very supportive to their parents and I couldn`t ask for better teachers for my son staring with Mrs Kocian and Mom Kocian, Mrs Lazzarini, Mrs Murphy and now Mrs Gillete they been great and very kind to me.
—Submitted by a parent
I have 3 kids in this school....one in kinder, first, and second grade. I do have to echo the sentiments about Mrs. Preciado.....we LOVE her. I am hoping to get my daughter switched to her class this year (my son had her last year). Mrs. Mumper is very involved, and cares more about her students then she does about the $$$$. The level of communication with the teachers is great, the parent involvement is very high, and there is a great community feeling there that you don't get from other area schools.
—Submitted by a parent
My daughter just graduated Kindergarten, and her teacher was amazing. She transferred to Reche Canyon after 2 weeks of attending another school because it was over-crowded. And it was a blessing in disguise - she was nervous her first day, and by the second day she was ready to shine. Mrs. Preciado is one of many great teachers at this school - the principal is also amazing. I would rate this school 110%!!! I even signed an inter-district transfer, because I prefer this school over Terrace View. (The teachers/students left a better impression at Reche Canyon rather than Terrace View).
—Submitted by a parent
Very good teachers,academic programs adequate. Extracurricular activities fair. After school care program outrageously expensive, ripping off the state and work parents.
—Submitted by a parent
In my 20 year experience, hands down the best elementary school any of my children have ever attended.
—Submitted by a parent
This school has been wonderful. The Teachers are all friendly and helpfull as well as all the staff. My 2 children have been there for 5 years and they have had no problems. The band teacher is great.
—Submitted by a parent
Very good school. The administration is excelent. The teachers really care about the students learning. One teacher really stands out but i wont include her name in my comments.
—Submitted by a parent
Reche Canyon is excellent school. The teachers and staff genuinely care for all students personally and academically. It has the potential to amoung the top with more parent involvement and community support.
—Submitted by a parent
This is my fifth year as a mother of a student at Reche Canyon Elementary, and I have seen an unbelievable interaction between the staff and students. It's more than I could have expected! I still have a great admiration for our first teacher of five years ago, Mrs. J. Johnson. The staff works in harmony from what I can see. It feels like one big happy family, which sure makes for great parent participation. This school shows great hope for our kids. Elise Stinzel
—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.
90 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
90 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.
101 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
101 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.
93 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
93 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.
89 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
90 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
89 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 59% in 2012.
86 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
86 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 | 67% |
| Females | 77% |
| Males | 56% |
| African American | n/a |
| Asian | 76% |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | 45% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 71% |
| Females | 83% |
| Males | 58% |
| African American | n/a |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | 59% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 77% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 82% |
| 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 | 40% |
| Females | 42% |
| Males | 38% |
| African American | 42% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 31% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 50% |
| Students with disability | n/a |
| Students with no reported disability | 39% |
| English learner | 15% |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | 56% |
| Parent education - declined to state | n/a |
| All Students | 70% |
| Females | 67% |
| Males | 72% |
| African American | 75% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | 40% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 81% |
| 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 | 63% |
| Females | 69% |
| Males | 56% |
| African American | 53% |
| Asian | 80% |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | 67% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 69% |
| Males | 67% |
| African American | 60% |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 72% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | 72% |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 62% |
| 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 | 61% |
| Females | 65% |
| Males | 55% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 66% |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| English learner | 43% |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 64% |
| All Students | 67% |
| Females | 67% |
| Males | 66% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | 64% |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 73% |
| All Students | 64% |
| Females | 67% |
| Males | 61% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 66% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | 36% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 73% |
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 | 55% |
| Females | 63% |
| Males | 48% |
| African American | 42% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 61% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | n/a |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 40% |
| Females | 38% |
| Males | 43% |
| African American | 33% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 56% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 53% |
| Students with disability | n/a |
| Students with no reported disability | 41% |
| English learner | n/a |
| Fluent-English proficient and English only | 42% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 28% |
| Parent education - college graduate | 52% |
| 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
Asian
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 - not a high school graduate
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 or Latino | 49% | 49% | ||
| White | 23% | 28% | ||
| Asian | 12% | 8% | ||
| African American | 9% | 7% | ||
| Filipino | 5% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Multiple or No Response | 1% | 3% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 20% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 56% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 64% | 85% | ||
| Indonesian | 13% | 0% | ||
| Khmer (Cambodian) | 6% | 0% | ||
| Vietnamese | 4% | 2% | ||
| Arabic | 3% | 1% | ||
| All other non-English languages | 2% | 1% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Ilocano | 2% | 0% | ||
| Punjabi | 2% | 1% | ||
| Gujarati | 1% | 0% | ||
| Lao | 1% | 0% | ||
| Rumanian | 1% | 0% | ||
| Thai | 1% | 0% | ||
| Urdu | 1% | 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 | 12 | N/A | 11 |
| Average years teaching | 15 | 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 |
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| Special schedule |
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| Fax number |
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3101 Canyon Vista Drive
Colton,
CA 92324
Phone: (909) 580-5012
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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.
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