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GreatSchools Rating

John Stallings Elementary School

Public | K-6

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 1 rating
2012:
Based on 1 rating
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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15 reviews of this school


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Posted May 24, 2014

We came from abroad and my kids knew little English. After 6 months they became great and reached grade level and more.. The teachers are awesome and everyone in the administration was welcoming. I'm very grateful to Stallings for putting my kids on the right track. Honestly I will recommend this school, even if the test scores aren't encouraging.
—Submitted by a parent


Posted November 5, 2013

I attended this elementary school from 2000-2006 and even though I don't remember exactly what I learned, I still remember that I had a wonderful time. I remember and recognize all the teachers that I have had and even teachers I haven't had. My years at this primary school had a great impact and it's great to see that many of my teachers are still working in this school. The teachers were--and still are-- extremely loving and they try their best to help students exceed. I recommend this school highly; please don't judge this school on test scores alone.


Posted May 7, 2012

My child has gone to this school for 6 years and has done very well. As a parent, I made sure he did his work and put in the time to make sure he was where he needed to be. I noticed however that not many parents were putting in the time at home with their kids and then they turn around and blame the teachers. It takes the work of parents and teachers to work together and by doing this my child has done very well and gets high grades in all his work. It has worked for my child.
—Submitted by a parent


Posted June 2, 2011

I am a parent of a student that goes to Stallings Elementary. My daughter has been going there since Kindergarten and is now going into 5th grade. The teachers are phenomenal! They truly do show they care about the students. It's really nice to all of the staff come together during a time when funds have been cut big time. They still find a way to show the kids a great time while still learning. Keep up the great work Stallings!
—Submitted by a parent


Posted December 11, 2009

Stallings is a big disappointment. Not only is my son behind his grade level but I was forced to home-school him for a few moths so he would catch up to the other kids. Once I returned to Stallings I was reminded of what a horrible school it is. Most teachers are arrogant and demand the students to act as robots while they are doing badly academically. The Principal is a joke. If parents care for their children they should have the school board fire the Principal and demand for real leadership. I m thankful that CNUSD has other schools in the area that surpass Stallings in everyway.
—Submitted by a parent


Posted August 10, 2009

My son went to grade 1 in this school. We had great great experience. I believe this was mainly due to his teacher Mrs. Redcliff Parez. She is an amazing teacher. We recently moved and our local school was changed to Foothill. I wish if mrs. Refdcliff was teaching grad 2 as well, in that case I would have done everything to keep my kid in the same school. Parent
—Submitted by a parent


Posted June 30, 2009

I live in the area just so my kids can attend this school. Though we may not have some of the funding that other schools have in CNUSD we have such dedicated staff. I now have a 2nd and 4th grader in this school and can not wait for my little one to start there as well.
—Submitted by a parent


Posted August 14, 2007

I have a 5th and 3rd grader at this school. Both of which have attended since kindergarten. My 5th graders kindergarten teacher still remembers his name and mine as well, the teachers are great! Not too bad with hours and hours of homework. Some years are better than others with parent involvement. Boys seem to get repremanded for unacceptable behaviors more than the girls do even if they did the same thing as the boys. Principal and Vice Principal very responsive to parents and children.
—Submitted by a parent


Posted August 8, 2007

I do not approve of this school. While it is okay if your child has no special needs, it does not meet the needs of children who have special needs. I have requested things in his plan in writing without any results. I cannot recommend this school.
—Submitted by a parent


Posted May 16, 2006

This school has been a big disappointment. Starting with parent to teacher communication. Our seventh grader needs a tutor especially in reading, but unfortunately, they do not offer/suggest a better method of learning opportunities. Of course, we do our best at home, but it only makes sense to also try other methods in class which is where most of the learning takes place. The caliber of most of his teachers has been shockingly poor. One day I'm getting a bad report and literally, the next week, my son is getting an award. I can recommend it only in contrast to most of the other public schools
—Submitted by a parent


Posted August 1, 2005

Provides a quality learning environment in an ethnically diverse setting. Teachers are committed to helping students and providing the necessaary interventation according to student need. Music and band is provided for upper grades 4-6.Grades K-3 provide music, art and P.E. within their self-contained classroom. Parent PTA is active and parent involvement is encouraged through meetings and other classes.
—Submitted by a teacher


Posted January 31, 2005

Stallings is a quaint school in Corona which is a luxury considering how crowded and impacted the other local schools are. The Administrative staff are excellent and are very enthusiatically involved with the children. The Vice-Principal greets the kids and helps them out of their cars every morning at the drop-off line and makes a point to call every child by name. The teachers are seasoned professionals and quite a few are bilingual to accomodate the children whose primary language is Spanish. The school facilties and playgrounds have recently been renovated with state of the art equipment. Stallings is a beautiful school and the children feel proud about their teachers and their campus.
—Submitted by a parent


Posted October 18, 2004

Over all i think john stallings would be a much better school if the principal would not act like a drill sargent and pay more attention to our kids and staff. Alsoo i think the school district needs to pay more attention to what a wonderful job the vice principal is doing.If the principal would listen i think the teachers would be much happier and so would our kids.
—Submitted by a parent


Posted September 26, 2004

My daughter has done well at Stallings. She excelled in every grade and she loved all her teachers. The new administration is a little too strict, which accounts for the low teacher morale and lower test results. The teachers are dedicated and loving.
—Submitted by a parent


Posted May 7, 2004

Where do I even start? I have two children at Stallings. I love the kids, staff, and parents. I feel confident every morning I drop my kids off for school that they will be getting the best education in a safe enviroment! Even if their test scores are not the highest in the district, I think Stallings is the best! For my husband and I, there is more to being a good school than just test scores. As parents, we do what we can to help our kids at home. In our opinion, that is what makes the difference in the test scores. Being a part of Stallings is like being a part of one big happy family. Stallings staff, you are such a blessing! Thanks for everything!
—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.

About these ratings

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 test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

784

Change from
2012 to 2013

+8

API Statewide Rank
(2012)

3 / 10

API Similar Schools Rank (2012)

4 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met its schoolwide API target for 2013.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2013

This school's
API score

784

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

+8

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

3 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

4 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 56% in 2013.

85 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
47%

2011

 
 
43%

2010

 
 
38%
Math

The state average for Math was 65% in 2013.

85 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
58%

2011

 
 
48%

2010

 
 
41%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

72 students were tested at this school in 2013.

2013

 
 
25%

2012

 
 
26%

2011

 
 
37%

2010

 
 
38%
Math

The state average for Math was 66% in 2013.

72 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
40%

2011

 
 
47%

2010

 
 
64%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

74 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
63%

2011

 
 
67%

2010

 
 
48%
Math

The state average for Math was 72% in 2013.

75 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
73%

2011

 
 
75%

2010

 
 
45%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

75 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
56%

2011

 
 
48%

2010

 
 
44%
Math

The state average for Math was 65% in 2013.

77 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
55%

2011

 
 
50%

2010

 
 
48%
Science

The state average for Science was 57% in 2013.

75 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
41%

2011

 
 
50%

2010

 
 
57%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

90 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
45%

2011

 
 
45%

2010

 
 
47%
Math

The state average for Math was 55% in 2013.

88 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
40%

2011

 
 
36%

2010

 
 
36%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students44%
Females49%
Males40%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged45%
Not economically disadvantaged43%
Students with disabilityn/a
Students with no reported disability47%
English learner28%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate32%
Parent education - high school graduate53%
Parent education - some college (includes AA degree)70%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state21%

Math

All Students43%
Females40%
Males48%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged39%
Not economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability49%
English learner28%
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate36%
Parent education - high school graduate42%
Parent education - some college (includes AA degree)60%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state26%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students25%
Females17%
Males31%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged18%
Not economically disadvantaged43%
Students with disabilityn/a
Students with no reported disability26%
English learner0%
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate8%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)15%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state19%

Math

All Students46%
Females48%
Males44%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged42%
Not economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability47%
English learner29%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate38%
Parent education - high school graduate67%
Parent education - some college (includes AA degree)38%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state31%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students56%
Females57%
Males57%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)46%
Economically disadvantaged47%
Not economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability57%
English learner25%
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate42%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state41%

Math

All Students70%
Females73%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged66%
Not economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability72%
English learner35%
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate75%
Parent education - high school graduate73%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state43%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students60%
Females67%
Males54%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)60%
Economically disadvantaged55%
Not economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability59%
English learner0%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate40%
Parent education - high school graduate56%
Parent education - some college (includes AA degree)61%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students59%
Females61%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged54%
Not economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability59%
English learner17%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate60%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)61%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students48%
Females50%
Males46%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)40%
Economically disadvantaged40%
Not economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability47%
English learner9%
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate33%
Parent education - high school graduate28%
Parent education - some college (includes AA degree)57%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students58%
Females56%
Males59%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)60%
Economically disadvantaged52%
Not economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability57%
English learnern/a
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate50%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)70%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state50%

Math

All Students51%
Females49%
Males53%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged45%
Not economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability50%
English learnern/a
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate45%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)50%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state43%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
Hispanic 71%
White 17%
Black 3%
Asian 2%
American Indian/Alaska Native 1%
Two or more races 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 69%N/AN/A
English language learners 31%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • Tammy Strawser
Special schedule
  • Year-round
Fax number
  • (951) 739-5811

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

Upcoming Events

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1980 Fullerton Avenue
Corona, CA 92881
Website: Click here
Phone: (951) 736-3249

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