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Teacher quality
Principal leadership
Parent involvement
I really enjoy sending my nine year old son Royal Oaks. The school has alot of spirit & pride.I really feel like the whole school works together to reach a common goal-do the best for our kids.I can't say enough encouraging things about the Principal Mrs. Komodo ski & Vice, Mrs. Lecrone. I could see them physically doing the best they can do everyday! Thank you- it doesn't go unnoticed. Happy Parent
—Submitted by a parent
This school is terrible my son be to k that tercher teach and force kid say shut up or foolish so we go to other school don,t go
—Submitted by a parent
BEST school in Duarte. simply put. especially since the aquisition of our new Prinicipal I have zero complaints ( our previous principal was unaproachable / insensitive to our needs but she's gone! )Excellent academics, outstanding students, very caring teachers, my kids attended a total of 5 yrs with my oldest graduating from 6th grade this year if it wasn't for our poorly rated middle school I would not be moving at all it's unfortunate because I love duarte it has provided a safe environment for my kids... Duarte and Royal Oaks will be missed
—Submitted by a parent
We are new to Royal Oaks this year. Our son has always gone to a very small private school. We decided to enter the public school system this year due to our financial situation. We have been so pleasantly surprised by this school and staff. The principal, Mrs. Kolodinski, is very accessable. She is always walking around the campus and participating in all the different activities around the school. Mind Institue is a fascinating concept and all the extra curricular classes are great! Although it is early in the year, it seems that everytime we go to a meeting or school function, we walk away with an even better impression of Royal Oaks Elementary School.
—Submitted by a parent
My daughter has been attending RO for 3 years and we love it. We really like all the in school extra programs the school offers-mind institute(teaches students to play the piano and use the computer to develop critical thinking skills), and CGI(teaches math in a fun and interactive way). My daughter also loves all the afterschool programs such as chess club, Spanish, kids theatre, science and art in starting this year. The staff has high standards for academics and behavior. I love having a dress code. The kids can focus on learning and not what everyone's wearing. I would like to see the schools technology updated and I will be talking to the new principal and the PTA to see what we can do to make that happen this year. More parents in our community should take a look at the curriculum and all the school has to offer.
—Submitted by a parent
This is our first year at Royal Oaks and we love it! The teachers and Principal are fantastic. We appreciate the high standards across the board - academics, discipline and 'the dress code'. Royal Oaks is the safe and challenging environment needed to produce successful students and adults. We are THANKFUL for all they do for our children.
—Submitted by a parent
I went to Royal Oaks, and so did my 2 kids for kinder, 1st, and 2nd. I love the school, but the only fault is the Principal. My son who was diagnosed as moderately autistic received very unfair treatment towards him from her. I found her extremely condescending, judgemental, and a major downfall for such a great school. Excellent teachers, and a wonderful librarian, but an awful disappointment Mrs.Deitra Reed turned out to be.
—Submitted by a parent
I have been a Royal Oaks parent for the past 15 years and I wouldn't have my children attend anywhere else. The teachers are wonderful and caring. The principal has high standards and our children only benefit from this. If you expect more, then you will get more. I love the racial diversity you find at Royal Oaks and the learning obtained from this privelege is immeasurable. Royal Oaks is definitely the best school in Duarte.
—Submitted by a parent
Overall I think this school is pretty good. My three children went there, although my first child had a different principal. The teachers and staff are great. The only things that I worry about is the principal, Deitra Reed, and how strict they are. Mrs. Reed doesn't connect with her students at all. Also they're too strict with the dress code. Kids should be able to express themselves . The uniforms make them want to rebel.
—Submitted by a parent
I think that Royal Oaks is overall a good school.The only thing that worries me is that teachers and the principle are disciplining the kids to much.They shouldn't have to wear uniform either. Let the kids have a little more fun in elementary school. Oh yes and by the way the school Liberian is just wonderful!She really pushes the kids to read in a much more fun way with what they call reading counts.Keep it up Mrs.Thompson!
—Submitted by a parent
Royal Oaks school has been wonderful for both of my children. The quality of education is much higher than the other school they attended, and the teachers are wonderful. Both of my children have been enrolled in music classes. Some of the teachers even put lesson plans up on the internet so you can check what your child should be doing, it's great.
—Submitted by a parent
I'm very pleasantly surprised at how great this school has been! In second grade they have started a mind institute that teaches them to read music and play piano! The principal and teachers are very pleasant and easy to work with. I hope that more parents get involved to make this school even better.
—Submitted by a parent
This school has an excellent academic program. The city of Duarte offers some extracurricular activites, such as a Talent Show and various sports events. The PTA is very active, including inexpensive sale sof uniforms, etc. This is the highest ranking public school in Duarte.
—Submitted by a former student
I would like to express my sincerest gratitude to Royal Oaks School and especially to Detira Reed, Royal Oaks School Principal. For the last three years my neice and nephew, (who I have legal guardianship of) have attended Royal Oaks and through no fault of there own have suffered severe learning set-backs. If it was not for the continuing support of the teacher, out reach consultant and of course Mrs. Detira Reed I fear that they would have fallen through the cracks. Royal Oaks has helped pull these children up to grade level and excel not only academically but made a dramatic difference to there self-esteem.
—Submitted by a parent
Royal Oaks is a very good school with qualified teachers and a supportive office staff. However I'd like to stress to parents to get involved in the PTA, School Site Counsel and volunteer time at the school to show your child that school is a priority. Parents need to take an active interest in their child's school and classwork! Success is built on teamwork!
—Submitted by Anna Peterson, a parent
Royal Oaks is definately one of the best schools in California. Both my children went there. My Daughter Rachel received the Robert J Burns Award for reading and also the Presidents Award from the President George W. Bush for excellence in Reading, and Honor Roll. Unfortunately she could not have done it without the help of her great teachers especially Mrs. Sandi Fender. My son Stevie too had great years at Royal Oaks. My children was very fortunate to have the same teacher except in 5th., but the teachers dedication to all their kids is amazing. The only downfall to this school is Principal Deitra Reed. To my family, we found her to be rude. I don't believe she really spend quality time with students, I think assumption are her style. To all the teachers and day care providers and staff, you have made Royal Oaks a school to be proud of.
—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.
86 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
86 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.
85 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
88 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.
66 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
69 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.
66 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
70 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
68 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.
78 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
77 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 | 75% |
| Females | 77% |
| Males | 74% |
| African American | n/a |
| Asian | 75% |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | 58% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 87% |
| Males | 83% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | 63% |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 79% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 57% |
| Females | 61% |
| Males | 55% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 61% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 58% |
| English learner | 27% |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 81% |
| Males | 83% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | 57% |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 89% |
| 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
| All Students | 81% |
| Females | 87% |
| Males | 75% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 87% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 75% |
| Males | 78% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 83% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 81% |
| 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
| All Students | 74% |
| Females | 81% |
| Males | 67% |
| African American | 77% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 70% |
| 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 | 75% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 74% |
| Males | 81% |
| African American | 85% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 70% |
| Females | 66% |
| Males | 77% |
| African American | 62% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 66% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 76% |
| 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
| All Students | 75% |
| Females | 85% |
| Males | 65% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 66% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | 83% |
| Males | 62% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 76% |
| 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
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
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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 no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
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 | 43% | 49% | ||
| Multiple or No Response | 21% | 3% | ||
| White | 15% | 28% | ||
| Asian | 8% | 8% | ||
| African American | 7% | 7% | ||
| Filipino | 6% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 10% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 54% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 75% | 85% | ||
| Hindi | 10% | 0% | ||
| Arabic | 5% | 1% | ||
| Cantonese | 3% | 2% | ||
| Filipino (Pilipino or Tagalog) | 3% | 1% | ||
| Korean | 3% | 1% | ||
| Vietnamese | 3% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 13 | N/A | 11 |
| Average years teaching | 15 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| Foreign languages spoken by school staff |
French German Spanish |
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2499 Royal Oaks Drive
Duarte,
CA 91010
Website: Click here
Phone: (626) 599-5400
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Maryvale Education Center
Duarte, CA
Foothill Oaks Academy
Duarte, CA
Andres Duarte Elementary School
Duarte, CA
Valley View Elementary School
Duarte, CA
Duarte Montessori School Inc.
Duarte, CA
Bradoaks Elementary School
Monrovia, CA
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