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Teacher quality
Principal leadership
Parent involvement
I love this school. I went here from 4th grade through 6th grade. Harbor View felt like my second home. I love this school!
This School could not provide a better more wholesome and enriching envirement. It is everything our Local Neighborhood Schools Should be and Can be... Outstanding.
—Submitted by a parent
Harbor View is an excellent school. I am very surprised at some of the negative reviews I have read on this web site. My child is GATE and was sufficiently challenged. The teachers that we have had at this school were all exceptional and parent involvement is unmatched.
—Submitted by a parent
My kids love Harbor View. Yes, they have been changed quite a few principles for past 6 years. The one here now for 2 yrs, she is SUPER. I I'm quite happy about their art masters program but without parents volunteers and pie founding, it going to be tough. Music does need help. They have one music teacher for elementary, and do teach some instruments. It is a lot of work not only teaching, also she has to help out set up stages for holiday program. And Kindergarten has another music teacher come in twice a week I think. We had a most wonderful kindergarten teach last year. Outspoken parents in this economic, I believe we need them to help school to raise fund or other activities. Parents involved to kids' school: as a parent, if I had spare time, I will get involved and help my kids to have a better environment.
—Submitted by a parent
Sure there are nice kids here like at all schools. There are also some good teachers, but we have had as many bad ones. If your child is below average or above average, you will be frustrated. Harbor View doesn't offer the same programs as other nearby schools in the district: Why can't they offer full-day kindergarten and instrumental music instruction during the school day like Eastbluff? Well-intentioned but outspoken parents also seem to have more influence at the school than is necessary or good.
—Submitted by a parent
This school is very shipshape, the children are all loving and kind. My child goes to this school and he says that he admires this school!! That's why my son goes to this humongous school!
—Submitted by a parent
School varies depending on your child's teacher and who the principal is year to year. Fine for the average student but if you have children on either end of the spectrum, very frustrating. Parental involvement is a must to make sure your kids are getting all they need. Few teachers give extra work to keep them challenge even when requested, others 'slack' with due dates, this does your child no good when moving on to CDM Middle/High School where a deadline is a deadline. Other end of the spectrum, RSP or Special Ed struggles with no consistency and little help. This results in the department not completely living up to IEP agreements made with parents. They walk a fine line when complying with State guidelines. Be prepared to be the Squeaky Wheel to effectively advocate your child's needs.
—Submitted by a parent
This is a five-star school with the best teachers in the state! My child loves going to class each day during the school year and is looking forward to summer vacation ending in a few short weeks. Harbor View is better than any private school around. Harbor View is a true gem!
—Submitted by a parent
Harbor View finally has strong assurances from the district, and the principal herself, that she is here to stay! Teachers are fantastic. Children enjoy their experiences. Parent involvement and fundraising is almost unmatched. After school and regular school day enrichment are largely a result of a longstanding tradition of parent and teacher collaboration that wins! Music, computers, P.E., science, accelerated math, accelerated reading, John Wooden inspired murals woven into character building curriculum plus fee based after school science, art, keyboard, chess, Spanish, French and the like. We are grateful to be a hands-on Harbor View family.
—Submitted by a parent
Harbor View is great little school. The school has wonderful teachers! The revolving Principal situation is an ongoing problem. Parent involvement is very high. If it wasn't for that great group of parents that volunteer full time, the students would not have so many different activities. A real concern is that the school district is more concerned about taking away Science classrooms and making them 'Special Day School' classrooms. There is also a pre-school there now that is occupying two classrooms.
—Submitted by a parent
Harbor View is a high quality, small Blue Ribbon rated school. The teachers are dedicated to the individual performances of each of their students. My two sons have benefitted from their teachers attention to my boys particular needs. Music, science, and computer programs are topnotch and keep students interest through their diversity. The campus was built in the '50's but has recently been updated and modernized. Parental involment is heavy and strongly encouraged. Students love having their moms and dads helping out in the classrooms. Harbor View Elementary is a highly coveted school. I have never heard any bad comments about teachers or facilities.
—Submitted by a parent
Academic programs are excellent. Additional parent-funded programs supplement art, music, technology, P.E. and science education. Parental involvement is very high. Harbor View is a fantastic learning community!
—Submitted by Laura Gelgand, a parent
Harbor View is a great school. I volunteer on a regular basis and am able to see for myself the dedication and hard work of the teachers and principal. Students are expected to demonstrate respect and responsibility and are recognized for being good citizens. My daughter was so excited when she got to go to the principal's office 'for being good.' I feel welcome at Harbor View and I know that my support and efforts to help are much appreciated.
—Submitted by a parent
I have three children. Two have attended and moved on to middle school and our youngest is in Harbor View. The two moving on have progressed seamlessly to CDM and have done quite well and adjusted to the transition very well. My youngest still at Harbor View. All have enjoyed the school and we have had no problems.
—Submitted by a parent
Ratio at kindergarten is 10 students to a teacher. It is wonderful. Also, the parent involvment is really good. The quality of education is excellent.
—Submitted by a parent
We have been very happy with the quality of the teachers from K thru 4th, however new blood would be most welcome in grades 5 and 6. The principal is caring, but not a born leader. Respect and safety is stressed on campus. There are a few too many pull outs during the day for assemblies. Spanish, Chess, Art and Science are a few of the after school programs available. Parent involvement follows the typical 80/20 rule. The same 20% doing much of the work. They are a warm and hard working group of parents. As tough as the 6th grade teachers are, I'm told that they prepare the students well for 7th grade.
—Submitted by a parent
I'm stunned to see the negative feedback here, especially regarding kindergarten instruction. Beyond the academics, which are top-notch, our daughter benefits from music, the Spirit Run, and 'Art Masters.' She adores this school, feels very challenged, and knows more about impressionism than most adults do, I'm sure. (She even named her pet fish Toulouse-Lautrec because of his color.) Parent involvement is high, as well. It's been a positive, nurturing, enriching kindergarten year, thanks to Mrs. Byrne and this wonderful school.
—Submitted by a parent
I am writing this review based on my son's kindergarten experience. I have found the overall program a huge disappointment. My son was more than prepared. Unfortunately the kindergarten program is structured so that all students are participating at the same level and pace as their peers. Their idea of teaching is a great deal of worksheets. Is this in response to the pressure they feel in regards to testing? I am not of fan of an over reliance of teaching with consumables. Paper and pencil activities should be included along with other learning experiences. After a month I conferred with the teacher to inquire how she accommodates her student's varied learning abilities. I was basically told that she teaches the required curriculum rather than developing individualized learning plans which takes into account everyone's strengths and weaknesses. We have no other choice but to move to another district.
—Submitted by midian frank, a parent
Our son attends Kindergarten at Harbor View. We are not happy with the school too strict, to much stress for the children, not enough play time, the focus is on the end of the year test, never on the children. If a child is stuggeling then this school is not for them not enough time is spend with each child more adult help in the class rooms would be appreciated.
—Submitted by a parent
Our experiences at Harbor View left us disappointed. Our son attended from K through 2. Although they have an excellent reading program in the lower grades, the teachers often put up obstacles to learning. They discouraged learning outside of a very narrow curriculum. All teaching was geared toward the end-of-year SAT9 test. Much of the curriculum is work sheets and multiple choice tests which leaves little room for real learning.
—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.
64 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
64 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.
64 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
66 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.
77 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
76 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.
59 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
59 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
59 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.
53 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
53 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 | 90% |
| Females | 88% |
| Males | 90% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 85% |
| Males | 84% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| 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 | 78% |
| Parent education - graduate school/post graduate | 93% |
| 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 | 73% |
| Males | 85% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 84% |
| Males | 94% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 88% |
| Females | 86% |
| Males | 90% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| 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 | 90% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 93% |
| Females | 89% |
| Males | 98% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| 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 | 86% |
| Parent education - graduate school/post graduate | 100% |
| 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 | 90% |
| Females | 94% |
| Males | 85% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| 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) | n/a |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 88% |
| Females | 91% |
| Males | 85% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| 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) | n/a |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 91% |
| Males | 89% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| 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) | n/a |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 100% |
| 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 | 92% |
| Females | 92% |
| Males | 93% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| 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 | n/a |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| 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) | n/a |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 79% |
| Males | 79% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| 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) | n/a |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 87% |
| 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
White (not Hispanic)
All students
Non-economically disadvantaged
Students with no reported disability
Fluent-English proficient and English only
Gifted and talented
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 90% | 28% | ||
| Hispanic or Latino | 5% | 49% | ||
| Asian | 3% | 8% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| African American | 0% | 7% | ||
| Filipino | 0% | 3% | ||
| Multiple or No Response | 0% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 2% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 3% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 67% | 85% | ||
| All other non-English languages | 11% | 1% | ||
| Farsi (Persian) | 11% | 0% | ||
| Vietnamese | 11% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 14 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 4% | N/A | 2% |
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900 Goldenrod Avenue
Corona del Mar,
CA 92625
Website: Click here
Phone: (949) 515-6940
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Abraham Lincoln Elementary School
Corona del Mar, CA
Harbor Day School
Corona del Mar, CA
Roy O. Andersen Elementary School
Newport Beach, CA
Our Lady Queen of Angels School
Newport Beach, CA
Stonegate Elementary School
Irvine, CA
Newport Christian School
Newport Beach, CA
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