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Teacher quality
Principal leadership
Parent involvement
Beautiful campus with ocean view and cool native habitat and orchard and specialized science curriculum. An added value school ith awesome parents and great caring teachers.
—Submitted by a parent
I've no clue in the entire world what the people below are going on a rampage about, but when I went to this school almost 10 years ago I loved every moment of it. There were very little physical fights and the principals, teachers and parents as well were very involved with the children's activities. My mother came in every Tuesday, Wednesday, and Thursday as a teachers assistant (voluntarily) for my whole class. Lets look at some more facts.. Every school isn't going to be perfect; it is your job as a parent to talk to your child about problems at school and become aware with whats going on instead of standing on the sideline watching without and initiative to stop the problem(s). Get involved with your kids school. That being said, fights and the typical, "He said, she said" matter will continue all through your kids school life no matter where it is. You must understand that the time from when you were a kid and now has drastically changed and drama from before continues on the next day with people posting it along social websites and texting instead of just forgetting about it and moving onto the next day like we did.
Great school. We have a seven year old in 1st grade here and he is in the dual immersion program. We love it.
—Submitted by a parent
Five stars for Capri! We have two children at the school...the teachers and staff are top notch. My children are challenged and love going to school everyday. The families that attend the school are caring and very into giving their children the best education and school experience which means they are involved. We love it! Gretchen Wendel
—Submitted by a parent
I have two children in this school 1st and 6th grade. Some teachers that my sixth grader went through from beginning until now were great, others were poor. They seemed to be from one extreme to other. I love the after school care available on site; the dual immersion program and the fact that we are semi-private school that funds it's own art, science and music programs. We do have a diverse population which is great for our kids to experience. It was hard at first to adjust to the several principals, but I think the current principal is doing a darn good job. Kudos! I would definitely recommend this school to a parent.
—Submitted by a parent
Both my children have been at Capri since Kindergarten. I have been very happy with their education - reviewing their individual yearly STAR test scores. They both get very high marks. I like the atmosphere at Capri and feel my children are sheltered from negative influences. There is a mix of socio-economic levels and cultures at Capri which makes it a wonderful place for children to learn diversity. On the negative side, those same diversities make it challenging for the teachers/administration. I would encourage those looking to send their children to Capri to go to the school and meet with the administration and take a tour. Base your decision on your own visit and experience.
—Submitted by a parent
We've been at Capri for going on our 6th year now. We love it there. Bullying has not been a problem for my kids - i have a son and a daughter. The teachers have recognized my children's levels, abilities and needs in all areas and enabled them to become successful, self-driven learners. The new principal works with the teachers to optimize the classroom experience and has agressively sought ways to establish order and minimize conflict on the playground, etc. I would recommend Capri to anyone - and my kids are NOT in the dual languange immersion program. They receive fabulous attention and are not short-changed b/c of the DLI. My best advice to any parent, anywhere (b/c it's our job, really)... be involved whether it's in the classroom or on the PTA.
—Submitted by a parent
I have to agree with most of the points in the previous post. There are some good teachers, but also some phenomenally poor teachers, and the administration/leadership is unwilling to address any issues. Bullying is a huge problem, and includes physical aggression - it just takes a few bad apples to realize there are no consequences, and they make it miserable for everyone. Until the current interim principal, the willingness to address it was nonexistent. The dual immersion program is given favored status, to the detriment of the students that are not in the program. We will not be back next year either, and would discourage anyone from sending their children there beyond 1st or 2nd grade.
Interesting that so many people posted on October 6, 2009...let's look at the facts. This school has had 4 principals in the last five years, so I'm not sure why the principal rating is so high. Bullying is a rampant problem at the school and the newest principal, who has been there since December, has decided to tackle this problem because it is a known problem. The kindergarten team is amazing, but beyond that we have found most of the teaching staff is sub-par and don't look at the whole child. I'll admit, however, this is no wonder considering they have had such poor and inconsistent leadership over the years. We are moving our children out of the district and I would encourage you to talk to several parents before you decide to send your children to
—Submitted by a parent
We love Capri Elementary because the teachers have a caring & warm connection to the students. Many of the teachers have been there many years and they continue to seek new knowledge in how best to teach our kids. They are passionate about their jobs. The student body is diverse economically & ethnically. This has resulted in the kids being tolerant, friendly, and accepting. Parents are very involved with volunteering not just for their own child's classroom but also for the good of the entire school.
—Submitted by a parent
Capri Elementary is a school that embraces cultural diversity and higher learning for all. As a Capri parent for the past 11 years I am proud to be associated with a school that continues to strive to better itself although it is already has attained such high standards. Our dedicated staff and parent volunteers make this school an incredible learning environment for our children.
—Submitted by a parent
It's amazing staff of dedicated and talented teachers! Also the volunteers at Capri that do all sorts of 'behind the scenes' things.
—Submitted by a parent
I love how the teachers work with the parents to bring the most out of their students.
—Submitted by a parent
I am a proud Capri parent! My two kids attend there now and my little guy starts there next year. We have a proud mix of families with abundance and scarcity. We take care of each other. We offer that the kids can learn two languages while in elementary school. For kids to be graduating with bilingual and biliterate proficiency makes me feel confident about their global citizenship. Right on!
—Submitted by a parent
The School continues to grow and improve in all areas. With the development of the dual language program students are finally getting a real opportunity to use all of their brains'. The teachers and staff really believe in their school and students. It is a joy to drop my kids off at Capri.
—Submitted by a parent
Capri Elementary is the perfect school for diversity and educational enrichment. We love supporting UNICEF kids around the globe!
—Submitted by a parent
I love the sense of community that surrounds the school. People- parents, teachers, and students look out for one another. They take pride in their community.
—Submitted by a parent
Capri has a community and learning environment like no other. It bridges languages, cultures, and socio-economic status. The sense of culture and belonging is amazing. Parent involvement and the willingness to give of time is amazing. The kids absolutely love their school. It has the most amazing school spirit --like a family in which the children know they are loved. How do I know it is so great? By the smiling faces my children bring home everyday, their love of learning, and their academic scores both at school and on a national level. The music program is also one of the best around. I also know because I am a teacher! The parent/teacher commitment at Capri is unlike any school in which I have worked! You and your child will love Capri!
—Submitted by a parent
Capri has amazing teachers, students and volunteers!
—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.
90 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
91 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.
94 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
95 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.
87 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
87 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.
84 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
85 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
85 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.
79 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 | 61% |
| Females | 62% |
| Males | 60% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 19% |
| Non-economically disadvantaged | 78% |
| Students with disability | 36% |
| Students with no reported disability | 65% |
| English learner | 32% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 36% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 74% |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 67% |
| Males | 70% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 78% |
| Students with disability | 45% |
| Students with no reported disability | 71% |
| English learner | 52% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 77% |
| 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 | 59% |
| Females | 58% |
| Males | 59% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 24% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 18% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| English learner | 10% |
| Fluent-English proficient and English only | 73% |
| 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) | 40% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 76% |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 62% |
| Males | 74% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | 40% |
| Fluent-English proficient and English only | 76% |
| 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) | 56% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 85% |
| Females | 79% |
| Males | 90% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | 58% |
| Fluent-English proficient and English only | 89% |
| 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 | 90% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 95% |
| Males | 84% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 94% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | 83% |
| Fluent-English proficient and English only | 89% |
| 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 | 90% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 84% |
| Females | 97% |
| Males | 74% |
| African American | n/a |
| 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) | 88% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | n/a |
| 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 | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 96% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 84% |
| Males | 77% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| 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 | 83% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 87% |
| Males | 81% |
| 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 |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 70% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| 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 | 96% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 79% |
| Females | 82% |
| Males | 73% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | 29% |
| Fluent-English proficient and English only | 89% |
| 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) | 69% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | 80% |
| Males | 64% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | 27% |
| Fluent-English proficient and English only | 84% |
| 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) | 54% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
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
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 - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 59% | 28% | ||
| Hispanic or Latino | 30% | 49% | ||
| Multiple or No Response | 6% | 3% | ||
| Asian | 3% | 8% | ||
| Filipino | 2% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| African American | 0% | 7% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 22% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 23% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 94% | 85% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| French | 2% | 0% | ||
| All other non-English languages | 1% | 1% | ||
| Farsi (Persian) | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 3% | N/A | 2% |
| School Leader's name |
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| Special schedule |
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| Fax number |
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941 Capri Road
Encinitas,
CA 92024
Website: Click here
Phone: (760) 944-4360
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For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
Please note that it can take up to 48 hours for your comment to be posted to our site. While you're here, we'd like to invite you to fill out a survey on your school's programs, activities, and extracurriculars. It only takes a few minutes and will help parents get a full picture of your school.
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