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Teacher quality
Principal leadership
Parent involvement
I have been connected with Lincoln Alternative for quite some time and find it an excellent school. The expectations of parents and staff to maintain high expectations for students both academically and behaviorally is superb. The administration is professional and keeping LAS at the forefront for the betterment of our children is important to them. Teachers are open to new ideas while consistently keeping the original philosophy of the school which are high expectations, challenging academics, structured environment, parent involvement and patriotism. Lincoln Alternative is an excellent school.
—Submitted by a parent
Lincoln Alternative School has been my school of choice for 21 years. All three of my children attended Lincoln and absolutely loved it ! They have excelled ever since. I believe their success largely came from an outstanding education achieved at Lincoln. I am also a teacher at Lincoln having taught several different grade levels over the years, as well as having been a volunteer parent for a period of time when I was a stay home mom. I have found teachers and parents at all grade levels to be child focused, ensuring that every student gets the best education possible. Change is inevitable in any institution. However the ideals of patriotism, respect, discipline, and receiving an excellent education have remained constant at Lincoln.
—Submitted by a teacher
I am new at this school and I was greeted with a cold welcome. My daughter does not like the school and complains that she does not trust the staff to protect her. I have not had much interaction with the school. Does not appear to be a very welcoming school. I'm not familiar with any of the staff ar admin, but when I presented the principal with an issue I believe he dealt with it the best he could (I hope). People are experiencing difficult times and we are all human. I believe you have to look at the whole picture. One mans trash is another mans treasure. What might work for one, may not for another. Gather the information needed to make the best decision for your child. For our family this is not the right fit. I believe emotional support is just as important as academic support and my daughter is not happy at school. I am researching new schools to transfer her. Good luck to you all and thank you for the helpful reviews.
—Submitted by a parent
The budget cuts impact EVERY school in California not only Lincoln. It is sad. But I still believe Lincoln is a very good school. The parents involvement has been very high already in Lincoln, but now parents have to step in more to help. And in my opinion, we should give a little bit more time for the new principal + new asst. principal to prove their work. My youngest son is in one of the best public schools in Yorba Linda that got Blue Ribbon tittle, because we can't find similar program close by in Corona for him. The facility of the YL school is beautiful and high tech (with big touch screen board + teacher laptop in every class), the teachers are awesome, high scores, but I feel Lincoln teaches more than academic stuffs... patriotism, respect, hard work, and discipline. That's the reason why I will keep my kids in Lincoln, though YL school has a same distance (even less) as Lincoln from my house. I don't mind a lot of homework, though I wish the optional enrichment homework gives opportunity to learn advanced skills not only busyworks. Overall, I am pleased with and still believe in Lincoln.. especially if we, the parents, keep work together with the school.
—Submitted by a parent
We have been at Lincoln for 9 years and must agree with previous posters that the school has changed for the worse. Partially this is due to budget cuts, which the school cannot help, but it is also due to a change in philosophy. The current principal is a good administrator, but shows no interest in the children. The discipline and Lincoln pride once palpable is gone. Lincoln is still a good school, but not the great school it once was.
—Submitted by a parent
I agree with the last post. My child has changed since she started first grade and does not seam like the cheerful little person she used to be.
—Submitted by a parent
Posted April 27, 2004 My daughter has attended Lincoln since kindergarten. I also have two siblings that have attended. I am sorry to say that I am very disappointed with the direction the school has taken. Although Lincoln is known to teach to a higher level, I have not found this to be true. The teachers all teach to the california standards test, only. My daughter is not learning the skills that are necessary to acheive great scores in her later school years. My daughter is in 3rd grade, and consistently has a minimum of 2 hours of homework a night. Yet, the work is just busywork. She learns nothing from what is sent home. We are so disappointed with her current education, we are soon going to make the decision to either transfer her from Lincoln to a new school, or to home school her. Submitted by a parent Write your own review
—Submitted by a parent
I appreciate the school's focus on high expectations and a structures environment. I do wish the teachers exhibited the dress standards expected of students under the dress code. Teachers, especially the male teachers, do not exhibit what is expected of students. The new principal has spent the year watching and experiencing his new school which is much appreciated, especially since he has been a principal for over 20 years. Because of his willingness to observe and his past experiences, I will support any changes he makes.
—Submitted by a parent
I have had a child go thru Lincoln and is currently going to enter her Junior year in high school. She is a straight "A student and the disapline she learned early on from Lincoln has been very beneficial. Yes Lincoln is very strict with the academics but this will sever them well as there schooling continues. I also have a 1st grader and next year a kindergardener that will go there. Is it tough? Yes, but in this day and age, it needs to be. The teachers are very helpfull if the student struggles. Take advantage of what help the teacher can offer.
—Submitted by a parent
Lincoln was the biggest let down to my child. Everyone is stereotyped and the priority is not the kids but only the test scores. I was amazed to see how many parents are brainwashed to put academic before the child's emotional needs and how a lot of the children put value on other kids strictly based on their academic achievement. My child has done so much better sense leaving this school.
—Submitted by a parent
Excellent school! The teachers are all very helpful and they love volunteers. They seem to really, truly care as well.
—Submitted by a parent
I have a first grader and a kinder both attending Lincoln. This is an excellent school if you want your kids to excel.Initially,my spouse was worried about our younger kid attending Lincoln as she is a strong will child.However, after attending Lincoln for several weeks, I see a tremendous improvement in her behavior as well as academic. I am a proud Lincoln parents. The teachers goes above and beyond their duties.Many parents volunteer and are very involved with school activities. The PTA are very active.My kids are getting excellent education and discipline.Best of all, they love their school and come home smiling. For parents who like to attend Lincoln,be prepared for tons of school work and sitting with your kids if you opt for this school. It take both parents and teachers, working together,to produce the best result for your children.
—Submitted by a parent
We have the best parent involvement and fabulous teachers. We've won the California Distinguished school back to back, the only school in our district to do so. Most parents feel that we are getting a private school education for free. We have teachers that go above and beyond the state standards.
—Submitted by a parent
The principal and staff are just so caring and patient. Never put down students. Work hard with them.
—Submitted by a parent
I have a 6th grader who has attended since kindergarten and I also have a 1st grader. I love this school. It is a great, safe environment. I have never seen any problems amongst the students. The teachers and staff are very dedicated. This school has high academic standards.
—Submitted by a parent
There is no other school I would choose to send my children to. The Principals and teachers are wonderful. The children come first. Whether a student needs to be challenged or needs extra help they have a system in place to help all children. The academics are very challenging and there is a lot of homework but it is worth all the time. I was recently told by my 9th graders Math and English teachers that they can alway tell a Lincoln kid in their class because they are the only kids that can use critical thinking skills. I don't want my children to come out of school having memorized a bunch of information, I want them to be able to take that information and apply it in everyday life as well as their future education. They also teach the kids to be proud they are Americans!
—Submitted by a parent
I am so proud to have my children attend Lincoln Alternative. The staff and students work so hard and have been recognized as a California Distinguished School in 2004 and iin 2008. This is an incredible accomplishment. The academics are challenging but my students have been very prepared for intermediate school. the dress code is a little extreme but it is part of a program that I travel mnay miles to attend. The teachers, office staff and dministrators really like kids and go above and beyond to provide a fair and consistent academic program. I wouldn't think of going anywhere else.
—Submitted by a parent
I started Kindergarten at Lincoln in 1981, the first year it became an 'Alternative' school. All five of my siblings also attended Lincoln. I now have a daughter and two nieces at Lincoln and it continues to be an excellent school. From my own experience, by the time I reached 7th grade I was between 10th and 12th grade level in all areas of academics. The education I received at Lincoln as well as many of my peers who also attended continued to help us far exceed grade level requirements from elementary and beyond high school. I highly recommend Lincoln if you are prepared to be heavily involved in the development of your child's education.
—Submitted by a parent
My daughter is a first grader at LInchol. The education that she is receiving is excellent. I am very involved. The students who attend this school is extremely well-behaved and for the most part very high achieving.
—Submitted by a parent
I have a first grader at Lincoln and I'm so glad we made the decision to send her here. My daughter is encouraged to stretch her limits but not pressured. The teachers and especially the parents make this school what it is! My only complaint is the undertones of religion. This will not stop me from sending my other 2 children to Lincoln as I'm am an avid supporter in all of the other values taught at this school!
—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.
156 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
158 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.
156 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
156 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.
144 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
146 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
144 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.
147 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
148 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 | 80% |
| Females | 83% |
| Males | 76% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | 44% |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 92% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 85% |
| Males | 82% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | 52% |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 58% |
| Parent education - high school graduate | 85% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 97% |
| 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 | 61% |
| Females | 67% |
| Males | 53% |
| African American | n/a |
| Asian | 79% |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | 0% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 30% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 74% |
| Males | 74% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 79% |
| Students with disability | 27% |
| Students with no reported disability | 78% |
| English learner | 45% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 79% |
| 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 | 85% |
| Males | 86% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | 32% |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 67% |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 95% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | 71% |
| All Students | 91% |
| Females | 90% |
| Males | 93% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 84% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 98% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | 58% |
| Fluent-English proficient and English only | 96% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 72% |
| Parent education - high school graduate | 77% |
| Parent education - some college (includes AA degree) | 95% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | 82% |
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 | 77% |
| Females | 87% |
| Males | 68% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | 7% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 18% |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 90% |
| Males | 78% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | 33% |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 67% |
| Parent education - high school graduate | 72% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 83% |
| Males | 75% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | 13% |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 55% |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 91% |
| 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 | 80% |
| Females | 82% |
| Males | 78% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 68% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 75% |
| Males | 77% |
| African American | n/a |
| Asian | 79% |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| 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 | 59% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 85% |
| 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
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 40% | 49% | ||
| White | 40% | 28% | ||
| Asian | 9% | 8% | ||
| Multiple or No Response | 6% | 3% | ||
| African American | 3% | 7% | ||
| Filipino | 2% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 1% | 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 | 28% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 90% | 85% | ||
| Arabic | 3% | 1% | ||
| Korean | 2% | 1% | ||
| Urdu | 2% | 0% | ||
| Cantonese | 1% | 2% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Gujarati | 1% | 0% | ||
| Hindi | 1% | 0% | ||
| Japanese | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 23 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 13 | 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 |
|
| Special schedule |
|
| Fax number |
|
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1041 Fullerton Avenue
Corona,
CA 92879
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Phone: (951) 736-3336
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