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Teacher quality
Principal leadership
Parent involvement
Love this school, teachers Mrs Kliss and Mrs Beechen is great ! My niece loves going and learning everyday. I wish we had teachers like them when my daughter was in school . Keep up the good work.
I LOVE THIS SCHOOL. MY SON ATTENDS MRS. BAILEYS KINDERGARTEN CLASS AND I CAN NOT BEGIN TO TELL YOU HOW IMPRESSED I AM WITH THE TEACHERS, SCHOOL STANDARDS AND PRINCIPAL. I AM VERY ACTIVE IN THIS SCHOOL AND I SEE HOW CONCERNED, CARING AND EFFICENT THIS STAFF IS . KEEP UP THE GOOD WORK. IM A PROUD PARENT OF A MCKINLEY KINDERGARTEN STUDENT.
—Submitted by a parent
McKinley needs improvements fast! The constant feel of the school environment is let someone else take care of it. With the size of the staff and the amount of parents its ridiculous how much falls through the cracks.
—Submitted by a parent
My oldest daughter now 16 attended Mckinley entirely. Honor student great teachers an awesome staff. We had changes with principal's and so forth but Ms. Neumann came in and has always been great. Now my youngest daughter attends and teachers remain great and no problems. Talk with your child. My daughter is escorted at times to my truck by the principal and she does care! No one is perfect but I think she a very nice person no matter what anyone says. Also, on issues of bullying I do agree it needs to be more aggressive in actions such as suspension or kicked out! Parents get into the office and quit calling face to face will work if not then go to the district. Talk to your child!
—Submitted by a parent
I am very disapointed that these parents feel so negative towards the principal first of all she is very hard working. Dedicated not only to her Staff but also to the students. I would like to see the parents who are complaining have the responsibility of not only over 800 students but also staff. Parents that are the first ones to complain are the ones that are never involved. My two children go thr and i have never had a problem not only with a teacher or the principal. Stop pointing a finger and put yourself in her shoes. And if you feel so strongly about it be more involed.
—Submitted by a parent
My child was a student and had a horrible time in his last 2-3 years because of bullying. No support from a school that has a "no tolerance" rule. In 4th grade it was horrible and Mrs Friedl was the worst. She saw what was happening and did NOTHING!! I was promised that the bullying kids would be taken care of....but of course it wasn't! The more and more problems my child had the more excuses I heard for the guilty. Clean up the bullying problem and get better leadership and McKinley may get the great reputation it had when we started there. I must say the teacher are wonderful (except the above mentioned) and the PTA is exceptional. This school is not shy on creating entertainment for the kids but the administrative part of it has really hurt the moral of the school. In the final years of my child going here all I heard was how parents were trying to get there kids transferred to another school because of the principal and the falling of the parent/teacher/school relationship and how its faultering. Guess one should analyze and to who was the last one to come on board and who is to blame for sinking the ship!
—Submitted by a parent
Sorry but My son is out of this school soon! Some teachers are doing hard work I am sure... But from what I expereinced in this school made me think twise! so Finally my son going to a better school :)
—Submitted by a parent
Great school, great faculty. My son attended for 4 years and did very well. Never had an issue, parents who complain about teachers need to speak to their children and be better parents. Too bad we cant take teachers with us to jr high. Thanks for the experience MC
—Submitted by a parent
We need another Principle. She could care less about the kids and is only interested in furthering her career. Some of the teachers are same thing. I am very disappointed. If the child got an A or B, teacher will love him. if he gets C and under he will be not her attention anymore and she will not even care if he gets an A. I called the office so many times requesting Parent teacher meeting to discuss my son 5th grade needs and what can we do to improve it, THEY IGNORED me big time. I think there is discrimination in the school towered second language English and that's so sad. We are in a free country. we all Americans no matter of our heritage or color. Please Human Resources do something about that. WE need another Principle. educated teachers that will care about the child who is not doing good at school... Please do like other schools. Highland or Corona ranch "what a great principle, teachers they have" Thank you. Angry MOM
—Submitted by a parent
After 4 years at McKinley, we are finally jumping ship and going to another school and it is because of the principal, Ms. Neuman. First off, let me say that the teachers, PTA and majority of the office staff are wonderful. My son has gone to McKinley since the 1st grade and has never had a bad teacher. He received student of the year in 5th grade and is always on High Honor Roll. I attribute his success to the amazing, hard working teachers. With that being said, the principle is another story. She is fake, mindless and is only interested in her paycheck. She does not have the best interest of the children at heart and she blows off any parent who has a question or concern. She never returns phone calls and I personally have had to call her boss at the District and complain about her not returning my call after I left 4 messages for her. The police have been called to the school on several occasions, by teachers and parents, due to bullying, because Ms. Neuman refuses to adequately handle situations properly. McKinley has a zero tolerance rule on bullying, but Ms. Neuman does not follow that rule. McKinley would be a great school if Ms. Neuman would find a new home.
—Submitted by a parent
Totally agree with the parents that say the principal does nothing. She could care less about the kids and is only interested in furthering her career. What's worse is the district backs her poor decisions. It appears that they too want to help keep her record clean. The principal says "thank you for bringing this to my attention" then does nothing. She should add in "now I can quickly sweep this under the rug and manipulate the situation to protect myself and my career.". How about protecting the kids like you are paid to do? The teachers are amazing. They work so hard to teach our children even when their classes grow every year. They do a fantastic job. Even though they have a principal that doesn't discipline kids that disrupt their classes. It makes a tough job even tougher but these teachers get their job done. Too bad the principal doesn't do hers. The PTA is amazing and works very hard to raise money so that our kids have great programs provided to them. Overall it's a good school but really needs a new principal that puts the kids and their safety first.
—Submitted by a parent
The principal never addresses issues brought to her attention. She has a total disregard for bullying, foul language and unacceptable behavior. She enables bullying by never disciplining the students who exhibit poor behavior time and time again. When approached she simply says "thank you for bringing this to my attention". I am very disappointed that whenver issues are brought to her attention, they never actually get any attention and are quickly dismissed. I have seen this on numerous occasions. That being said, McKinley has some amazing teachers and staff it's a shame that I cannot same about the principal .
—Submitted by a parent
I agree with the parent who says the principle has a disregard for bullying. I believe it is rampant in this school. My child comes home with so many stories that need immediate teacher principle intervention but instead is told to stop tattling. Again in agreement with the "no student left behind" comment. My child is having a few struggles in the 4th grade and needs a little extra help. The school now does what they call intervention courses in math and language arts- the intervention classes are just as big as the normal class size so again no real help there. I asked the principle if they had something where my child can get one on one and she responded" that aint gonna happen". The school gets an A+ for fun activities and keeping the students entertained but fails in my book when it comes to getting the students to understand work given and actually apply it.
—Submitted by a parent
The basic outline structure of the school is good, but the classes are too large for a teacher to help a small group, let alone one child who cannot keep up in class. If the kids aren't getting it, they just push onto the next subject, and give them crazy amounts of homework which even I as a parent am struggling with! The teacher is very nice, but I would like to see more understanding of the children. "No children left behind:" is definitely not the case here. Have no complaints about any of the staff, and the PTA does a great job with fundraisers.
—Submitted by a parent
I love Mckinley and the staff here are amazing, however not sper excited about the principal, she seems to have a constant disreguard for bullying and other important issues, she never makes time and is always too busy for parents. However I ahve 3 kids here now and have never been unhappy with the teachers infact I have never seen a better group of teachers!!!!
—Submitted by a parent
We have enjoyed all the teachers. All staff are hard-working and love kids. Our daughters can't wait for this year to begin!!!!
We are very happy with Mckinley, my son had Mrs Kliss for Kindergarten and she was awesome! The principal was very involved and had a lot of fun family activities to offer. Looking forward to 1st grade!
—Submitted by a parent
Two years and two GREAT TEACHERS but 2 years of a completely non responsive principal. She is terrible and now in our second year, and only 3rd month of the school year there are already 4 serious incidents that Ms. Neumann has completely disregarded. She is dismissive with parents attempting to communicate, takes no responsibility and her favorite line before brushing you off is "thanks for bring it to my attention, I'll look into it" . but nothing happens, children are now being endangared by her lack of attention to what is happening on campus.
—Submitted by a parent
I love Mrs Bailey the Kindergarten teacher.She is th best and i still wonder why McKinley is ranked 7 being a great school.
—Submitted by a parent
very active and caring school. my grandson's grades reflect this!!!! thank you to everyone at mckinley 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.
119 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
119 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.
115 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
119 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.
112 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
116 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.
129 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
130 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
129 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.
119 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
120 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 Algebra I was 86% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
2012
2011
2010
2009
The state average for Math was 52% 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 | 45% |
| Females | 56% |
| Males | 37% |
| African American | 43% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 52% |
| Students with disability | n/a |
| Students with no reported disability | 48% |
| English learner | 11% |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 26% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | n/a |
| All Students | 53% |
| Females | 56% |
| Males | 51% |
| African American | 21% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 66% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 54% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | 39% |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 37% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 64% |
| 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 | 35% |
| Females | 37% |
| Males | 33% |
| African American | 38% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 26% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 36% |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | 43% |
| Students with disability | n/a |
| Students with no reported disability | 36% |
| English learner | 0% |
| Fluent-English proficient and English only | 39% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 13% |
| Parent education - high school graduate | 30% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 42% |
| Parent education - graduate school/post graduate | 38% |
| Parent education - declined to state | n/a |
| All Students | 49% |
| Females | 47% |
| Males | 52% |
| African American | 14% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 53% |
| Students with disability | 25% |
| Students with no reported disability | 52% |
| English learner | 50% |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 49% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 46% |
| 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 | 71% |
| Females | 71% |
| Males | 72% |
| African American | 65% |
| Asian | 79% |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | 38% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 72% |
| Males | 75% |
| African American | 72% |
| Asian | 86% |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | 41% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 75% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 64% |
| Females | 64% |
| Males | 65% |
| African American | 50% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | n/a |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 64% |
| Parent education - declined to state | n/a |
| All Students | 65% |
| Females | 62% |
| Males | 69% |
| African American | 29% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | n/a |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 57% |
| Parent education - declined to state | n/a |
| All Students | 72% |
| Females | 71% |
| Males | 73% |
| African American | 36% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | n/a |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 90% |
| 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 | 73% |
| Females | 82% |
| Males | 62% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | n/a |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 66% |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 76% |
| Males | 69% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| 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 | 66% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 85% |
| 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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
All students
Female
Male
All students
African American
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
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 | ||
|---|---|---|---|---|
| Hispanic or Latino | 40% | 49% | ||
| White | 29% | 28% | ||
| Multiple or No Response | 10% | 3% | ||
| African American | 9% | 7% | ||
| Asian | 8% | 8% | ||
| Filipino | 4% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 16% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 43% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 72% | 85% | ||
| Arabic | 7% | 1% | ||
| Vietnamese | 6% | 2% | ||
| Filipino (Pilipino or Tagalog) | 4% | 1% | ||
| All other non-English languages | 3% | 1% | ||
| Indonesian | 2% | 0% | ||
| Korean | 2% | 1% | ||
| Cebuano (Visayan) | 1% | 0% | ||
| Farsi (Persian) | 1% | 0% | ||
| Rumanian | 1% | 0% | ||
| Russian | 1% | 0% | ||
| Urdu | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 23 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 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 |
|
| Special schedule |
|
| Fax number |
|
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