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Teacher quality
Principal leadership
Parent involvement
This school is being punished by the school district because OTHER school are failing API language score, Wilson is being forced to spend a mandatory 2 hour period in the morning doing low level language arts lessons which are far below grade level. The principal is LIMITING the AR program access to the students and not allowing the teachers to have parents volunteer in the classrooms. My upper-grader RARELY has time for science or social studies in class due to this district mandate (thanks Superintendent!) In contract, this past week, the principal announced they are in the process of becoming a CA Distinguished school, yet the children are STILL getting lessons below grade level. The poor performing schools should be given this mandate, NOT Wilson. I also feel there are SEVERAL mentally challenged children who are immersed in with the regular classrooms that cause great disruptions in the class, as I have witnessed in one of my children's classes there is a student who has not finished a single homework assignment this year, does not stay in their seat, talks and wants attention and disrupts the class, taking away valuable time fro the students. A change in admin is needed.
—Submitted by a parent
I miss this school! Principal took my colts hat cause I wore it backwards 10 years ago. I still remember that hat.
This school is all about looks.. It has a great looking package but when you open it up it's not at all what they make it out to be. The staff are concerned with their image not with the children. We moved from a district where the children always came first, your child's teacher called you at the first sight of any academic or social struggle wether it be big or small. My son has suffered since attending this school, he has been bullied by children 3 years older than him and was then punished for being bullied. My son used to have a wonderful excitement towards school, he was making great strides academically and socially now that has all disappeared. He walks into school with his head down and makes every excuse not to go to school. If I could do it all again I would have toured the school and spoken with other parents before moving to this area. If you're thinking of having your child attend here please take a tour and get other parents input before making a decision.
—Submitted by a parent
As a teacher in another district, I am so happy with my child being at Wilson. Her Kinder teacher was wonderful and I love her first grade teacher this year. So far the principal has been very understanding and supportive of me as a parent. Budget cuts have hit every school, but I think they are doing the best they can with the money they do have.
—Submitted by a parent
NOT happy with this school's 2010-11 YEAR! Traditional calender has really changed this school! I miss having TRACKS My child is in a class of 30+students=( The PTA President is a really sweet person/parent! But due to unfortunate budget cuts the school has terminated school events! Also the the new Asst.Principal seems very superficial (as well as some of the PTA staff!) I cant take her serious as a professional educator! This school is based on looks! I live walking distance of the school so it's a convenience for my kids and I ! Otherwise I would take my kids elsewhere!
—Submitted by a parent
Woodrow Wilson Elementary is a wonderful school with a highly trained staff and unbelievable parent participation. We have 4 children and have been affiliated with 3 elementary schools, 2 in O.C. and Wilson in Corona. Out of all three schools, the atmosphere for learning has been the best at Wilson.
—Submitted by a parent
Great school, teachers and area. My youngest started in KG all the way through 6th grade with several other boys on our street.
—Submitted by a parent
I think this is a great school. I have 2 children that go to this school. If have any problems the teachers have been very helpful. They teachers make the learning fun. I am happy with Wilson
—Submitted by a parent
I have two children at wilson and we really like it. D track has amazing and talented teacher. The school does not have a GATE track but that's fine. All TRACKS are the SAME. PTA is also wonderful.
—Submitted by a parent
This school is not able to handle advanced students.
—Submitted by a parent
My son has been going to Wilson for three years now, I absolutely love this school, the principal is awesome and so are the teachers
—Submitted by a parent
Great Teacher. Principal could be more empathic to special need children. Instead, she is more concern over her school's image and stats.
—Submitted by a parent
Excellent school. A track has the best teachers. Kindergarten and 3rd and 4th are wonderful!
—Submitted by a parent
Wilson Elementary has been a blessing to me and my children. It is a phenomenal school, better than I had expected (coming for OC)! Strong points are the Principal, Dr. Hall, and VP, whose #1 concern is always the children (their safety and education). PTA has provided a variety of activities (both educational and fun!) and with the help of enough parent volunteers can really be an outstanding group. We are privileged to have some of the finest teaching staff around, who in my opinion, are the reason for my child/ren exceptional study habits. Wilson also has superb academic programs to offer, depending on the year (they differ) which has allowed my child to be challenged to his/her maximum potential. Excellent school!
—Submitted by a parent
My Son attended Miss Tribolet's (Miss T) Class for Kindergarden. The Teacher is MAGNIFICENT. She is very caring and puts herself on the level of the Children. The programs and Activities were excellent and my Son looked forward in going to school everyday. I was also called to help in the classroom a few times and I enjoyed it along with the other Mothers.
—Submitted by a parent
This school offers exceptiona; teachers, and all of the parents are really involved!
—Submitted by a former student
I currently have two children attending Wilson Elementry, one in 3rd and the other in 4th grades. I have been very pleased with the teachers they have had from kindergarden on up. The PTA is very involved and parent support is very high. The extracurricular activities have been fabulous. My children are involved with the PDM young actors workshop after school and love it. I feel the teachers are aware of the level my children are at and strive to challenge them where needed. We have bebated moving from time to time however, one of the factors that keep us here is Wilson.
—Submitted by a parent
This school has a great atmosphere of learning. Parents are very active and add so much to the learning environment.
—Submitted by a parent
The staff at this school is second to none, they are supportive of each other and work together for the best interest of the students. Parents are characteristically very involved, however it depends on which track you are looking at; B-track is the 'GATE' track and most of the kids live in the immediate neighborhood, which is upper-middle class. Other tracks fluctuate as to their demographic makeup and level of commitment to education. The PTA is strong but a little intimidating as it is really led by a few and manned by many. The principal will do whatever the parents want, even if it cancels out what someone else wants....but in Corona-Norco principals can be moved around with a little heat directed at the district office.
—Submitted by a parent
Excellent parent participation. The teachers on D track are really on top of the childrens strengths and weakness.
—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.
154 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
154 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.
160 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
160 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.
148 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
150 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.
142 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
144 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
142 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.
140 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
141 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 | 72% |
| Females | 85% |
| Males | 64% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 83% |
| Students with disability | 36% |
| Students with no reported disability | 76% |
| English learner | 48% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 60% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 85% |
| Males | 75% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 85% |
| Students with disability | 55% |
| Students with no reported disability | 81% |
| English learner | 56% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 64% |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 85% |
| 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 | 67% |
| Females | 70% |
| Males | 64% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | 43% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 73% |
| Males | 81% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | 57% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 64% |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 90% |
| 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 | 85% |
| Females | 89% |
| Males | 81% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | 56% |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 65% |
| Parent education - high school graduate | 88% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 77% |
| Males | 85% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | 50% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 60% |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 83% |
| 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 | 83% |
| Males | 75% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | 60% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 73% |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 78% |
| Males | 71% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 66% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | 56% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 74% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 67% |
| Males | 69% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | 33% |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 77% |
| 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 | 74% |
| Females | 75% |
| Males | 72% |
| African American | n/a |
| Asian | 87% |
| Filipino | n/a |
| 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 | 81% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | n/a |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 56% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
| All Students | 71% |
| Females | 73% |
| Males | 69% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 81% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 75% |
| 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
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
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
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 45% | 28% | ||
| Hispanic or Latino | 35% | 49% | ||
| Multiple or No Response | 8% | 3% | ||
| Asian | 6% | 8% | ||
| African American | 4% | 7% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Filipino | 1% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 15% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 27% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 91% | 85% | ||
| Korean | 3% | 1% | ||
| Vietnamese | 3% | 2% | ||
| Arabic | 1% | 1% | ||
| Cebuano (Visayan) | 1% | 0% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Gujarati | 1% | 0% | ||
| Indonesian | 1% | 0% | ||
| Taiwanese | 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 | 9 | N/A | 11 |
| Average years teaching | 10 | 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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1750 Spyglass Drive
Corona,
CA 92883
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Phone: (951) 739-5820
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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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