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Teacher quality
Principal leadership
Parent involvement
I have nothing but great things to say about this school. I have four children that have attended or currently are attending this school. All the teachers are fantastic, the leadership is very strong and the academics are challenging. Parents are encouraged to volunteer and be a part of their children's academic journey.
—Submitted by a parent
I am a parent of two kids at Foothill. It has been a wonderful experience! They have learned so much and are really being prepared in their education. As far as certain comments on the math homework, I never felt that my kids were learning something that wasn't already taught in class---they always knew what to do. Foothill also has some great programs for the kids: Art Smarts, Talent Show, Track, etc. something for everyone! My children have had (and have now) teachers who were (are) caring and qualified. My husband and I have been very pleased!
—Submitted by a parent
I agree 100%. This year has been the worst year ever for my 3rd grade daughter who has been at Foothill since Kinder. Math has been our #1 struggle. In our household we spend every day sitting with her to try to help her grasp the new concepts of math that seem to bounce all over the place with no real length of time spent on any one subject, such as long division, which seems to be a struggle for many of the kids this yr. So many of us parents are having a difficult time with the fact that based on low test scores and parent concerns, Foothill Admin. should be well aware that there is a major problem with the Math instruction, but it seems to be left up to us parents to figure out how to resolve it for our own individual children. I am feeling stronger about my thoughs of transferring to Susan B. or Eisenhower. Also, what happened to AR being so important? My daughter is not allowed to take an AR test unless she has completed all of her work in class. I have not seen one thing come home this year re: AR points earned. Seems like the majority of her assignments are writing and oral presentations. Sadly for my daughter, my opinion of Foothill has drastically changed this yr.
—Submitted by a parent
I have some concerns and suggestions that I would like to share in regards to math. My child is currently in 3rd grade and this year has been very frustrating. My child has consistently come home with no understanding on how to complete her math homework. I have spent anywhere between 1-2 hrs each night trying to teach her. I have only recently learned that other parents were having the same issue. When I was a child our teacher would review the lesson if a lot of us seemed to have problems grasping it. I do not see that happening. If they get it great... if not they are left behind. I believe in giving 100% SUPPORT to our teachers, but I do not agree with the parent being the teacher. Otherwise, I would have chosen to home school. I feel that more time and instruction should be put towards math. I suggest doing what Eisenhower does by having the students complete Excel worksheets as their math homework and having them complete their math worksheets during school hours where they have the opportunity to ask questions from their teacher. The Excel worksheets include math problems on current and previous subjects to keep what they have already learned fresh in their minds.
—Submitted by a parent
Hi, though my kid's teacher is great (Ms Moser), I am really concerned about the low Math CST results of mere ~65% for 2nd and 3rd grade when compared with other schools in this district and Foothill does not even list in the top 10. (ranks a poor 15th). Compare that with Eisenhower, Lincoln and Susan all with 85-90%+ CST scores. Maybe the Principal can care to comment here...
—Submitted by a parent
Fantastic School, my son started 1st grade and now is in 2nd. Great school! I like the teacher-parent involment. The staff works together in keeping the school clean and safe. This is a school that realy cares.
—Submitted by a parent
Two of my children attend Foothill. I have been very happy with their education and the teachers. My children love to go to school and learn and that has a lot to do with the teachers. It is a very good environment for learning. Keep up the good work.
—Submitted by a parent
I have been very happy with my children's education here at Foothill. The teachers and staff really care about the children. It's a great school!!
—Submitted by a parent
I am sorry to read that Moses feels that he does not know much special education at Foothill and does not think much of it in general. As one of the special education teachers on campus, I would like him to know that Foothill has 4 speech therapists, 2 resource specialists, 2 elementary aged special education teachers, 4 teachers for autistic children from preschool age to sixth grade, and 5 preschool classes for children with various disabilities. If you would like to learn more about us and give us a chance to change your mind, contact the principal. We'd love to chat with you.
—Submitted by a teacher
What an amazing school! The teachers care about each student and have high expectations that are met. Parental involvement is highly encouraged. They not only have a track team, math team, science fair, drama club, and student council but they also offer a peer tutoring program in reading!
—Submitted by a staff
Very good academically. But I havent heard enough about their music department. Also, as most schools, I don't think much of their Special Ed department - not too bad, but still has lots of room for improvement
—Submitted by Moses, a parent
My son has been going to this school for two years and it has been a great experience. Foothill expects that the children place higher than the district standard and this is what the strive for.
—Submitted by a parent
I would like to just say that I am very happy with Foothill Elementary. My daughter loves her teacher and is very excited to go to school everyday.
—Submitted by a parent
As a PTA member I feel the staff works very hard to educate the studentsa as well as keep them safe. That is very important these days. Staff needs to know who is on campus at all times for the safety of everyone. Parents are encouraged to help in their childs classroom when invited by the teacher. They are also encouraged to help in PTA activities. Foothill strives to achive the highest tests scores while allowing to let the kids grow into the future hard working leaders of tomorrow .
—Submitted by Connie Dellacca, a parent
This school has changed tremendously over the last year. I feel that the parents are not as welcome on campus, primarily due to the administration. The teachers, for the most part, are great. They seem to be unable to encourage parents to help in class, etc. It's sad, since the PTA has been one of the strongest in the district.
—Submitted by a staff
Great school, wonderful teacher, great parent involvement.
—Submitted by a parent
Overall I think that the school is good. I do think that the school could use new playground equiptment.
—Submitted by a parent
Pat Scott was the Principal and ran and impeccable program. Well organized, with genuine concern for the students.
—Submitted by a parent
I think the parents who complain about 3rd grade being too hard probably don't spend enough time helping their child. I understand that we are trying to make our child independent but not in 3rd grade. They are still young and still need help, guidance and support from the parents. The teachers are not there to do everything for the student. A lot of parents think school is like day care; drop your kid off for the day and let the teacher teach them everything on top of the 'three R's'. I disagree. A student is successful in school and in society because of their parents along with the help of the teacher. Parents, support your child and give the teachers your support, too. Foothill teachers rock! Mrs. Raynes you are the best! From a happy Foothill parent.
—Submitted by a parent
My son has been at Foothill for almost two years. I volunteer once a month in my son's class which is really the only way to check out your childs school and how things work. I would even reccommend it if your child will be attending a new school talk with the staff to see about sitting in on the class room. I enjoy the teachers and staff. They are warm and very dedicated to the children. Their focus is on them and encouraging them to succeed by providing them with all the tools.
—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.
153 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
153 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.
113 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
114 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.
157 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% 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 63% in 2012.
118 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
119 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
118 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.
150 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
151 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 | 74% |
| Males | 71% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 75% |
| Students with disability | 31% |
| Students with no reported disability | 77% |
| English learner | 58% |
| 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 | 65% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 68% |
| Parent education - declined to state | n/a |
| All Students | 71% |
| Females | 75% |
| Males | 68% |
| African American | n/a |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 73% |
| Students with disability | 38% |
| Students with no reported disability | 75% |
| English learner | 59% |
| 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 | 61% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 71% |
| 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 | 55% |
| Females | 64% |
| Males | 47% |
| African American | n/a |
| Asian | 63% |
| Filipino | n/a |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 52% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 55% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | 64% |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 66% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 68% |
| Males | 69% |
| African American | n/a |
| Asian | 89% |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 72% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | 73% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 60% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 84% |
| 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 | 84% |
| Females | 84% |
| Males | 84% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | 46% |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 57% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 84% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 85% |
| Males | 90% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 89% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | 46% |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 71% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 84% |
| Parent education - college graduate | 91% |
| 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 | 78% |
| Females | 78% |
| Males | 78% |
| African American | 67% |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 84% |
| Males | 70% |
| African American | 58% |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 78% |
| Males | 79% |
| African American | 75% |
| Asian | 85% |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 86% |
| 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 | 76% |
| Males | 76% |
| African American | n/a |
| Asian | 78% |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | 55% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 73% |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 71% |
| Males | 67% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | 27% |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 66% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 91% |
| 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 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 | 41% | 28% | ||
| Hispanic or Latino | 32% | 49% | ||
| Asian | 10% | 8% | ||
| Multiple or No Response | 8% | 3% | ||
| African American | 6% | 7% | ||
| Filipino | 2% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 11% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 26% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 59% | 85% | ||
| Vietnamese | 8% | 2% | ||
| Korean | 6% | 1% | ||
| Arabic | 5% | 1% | ||
| Filipino (Pilipino or Tagalog) | 4% | 1% | ||
| All other non-English languages | 3% | 1% | ||
| Pashto | 3% | 0% | ||
| Urdu | 3% | 0% | ||
| Armenian | 2% | 1% | ||
| Cantonese | 2% | 2% | ||
| Mandarin (Putonghua) | 2% | 1% | ||
| Thai | 2% | 0% | ||
| Italian | 1% | 0% | ||
| Lao | 1% | 0% |
| 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 | 0% | N/A | 2% |
| School Leader's name |
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| Special schedule |
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| Fax number |
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2601 South Buena Vista Avenue
Corona,
CA 92882
Website: Click here
Phone: (951) 736-3441
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Corona, CA
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