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Teacher quality
Principal leadership
Parent involvement
My Son has been attending Northridge for a year and a half and we couldnt be happier with the school. The Teachers have been amazing, Staff friendly, and the extra activities and programs have been educational and fun. Were so glad we moved near Northridge Elementary School.
—Submitted by a parent
I have had 3 kids in Northridge since 2006. We attended with the old principal and we have had the new one for a few years now. We are finishing out this year and then we are transfering. I have 2 more kids to get through elementary school. I agree with most of the poor comments about this school. There is no parent involvment. I volunteer at the school once a week. I hate having to go sign in at the office. The women who work in there are so completely RUDE! This is our 5th year at this school and one of the office ladies has yet to ever acknowledge me. i don;t even know her name. There is a lack of respect by some of the children-but the teachers wear jeans and tshirts everyday. What do they expect? What happened to dressing professionally, taking pride in your career, and passing that on to the children. There are absolutely NO programs for advanced children. My daughter who is in 8th grade now and has a 3.7 GPA just took a 6th grade review test for history and got a 60% on it!! Now they are english as a 2nd language school.
—Submitted by a parent
I think Northridge is a wonderful school, working there for the last couple of years has been a rewarding experience. I believe that the staff does the best they can teaching, but I think what some parents have forgotten is that it is not the teacher's/staff's job to teach the children respect, manners and most of all kindness towards others. That is what they should be learning at home from their parents, the schools job is to continue that into the classroom and at recess. If we ALL work together then we will be able to help the children grow up to become productive and caring human beings.
I am a parent with a unique perspective. Due to the fact that my original school location was closed due to budget cuts five years ago. We were transitioned into Northridge and initially it was not the most pleasant situation. My family and I are a part of the Northridge community and love it. When you become interested and invested in your child's life there are certain rewards that you never could have imagined. I have gotten to know the entire staff and faculty and I appreciate them and embrace each one of them. Turn off your television sets and participate. Become informed parent's. Don't sit back in the 'castors seat' and post false judgements. It's easy to sit and wait to receive. One hand washes the other is my philosophy. Your environment is what you make of it. Empower yourselves and your children with the truth of reality!
—Submitted by a parent
My son is at Northridge and has had an amazing experience; the teachers have really been great. My son is a bright boy and they have been very encouraging and put in the extra effort to make sure that he is challenged and does not get bored. The kids are split up by skill level for different subjects, which allows for more one on one teaching; it does not leave those kids that need extra attention behind as well as not limiting those children that are more advanced. It is great. There was a school play last year that was a lot of fun for the kids. Music & choir programs. Fund raisers are a necessary evil as we do not get the funding due to budget cuts. Overall a great neighborhood school We love the new principal and she is doing an amazing job with the budgetary restraints.
—Submitted by a parent
my sone loves the school. The teachers have been amazing and the new pricipal has made several changes for the better of the school. We have budget restraints & so we have several fund raisers. Teachers really work with those students that are gifted as well as need additional assistance. We have had a very positive experience - a great neighborhood school.
—Submitted by a parent
I understand that the new principal has made several changes, and I DO NOT agree with all of them. If I could change anything, I would start off with a strong disciplinary plan for each child AND teacher. Some teachers need to revisit why they started teaching. I would also enforce RESPECT. Children and teachers need to respect eachother. 'Love your neighbor as yourself! I attended Northridge when I was in grade school. I will never forget the end of the year performances that we did. Those were the years! I was excited to see that each class put on a wonderful performance for Founder's Day. It brought back memories. ' We must bring back the end of the year performances. This will bring back love and joy to our community, and people will want to help our school. We need to do less fundraisers, and more community envolvement.
—Submitted by a parent
This is not a school that encourages the childs growth and development. On the contrary, this school envelopes the ideals of fundraising and state testing. Northridge does not want parent participation despite the eagerness of parents and god forbid you want to be involved, they look at you like a plague. The new principal seeks much to be desired and has implemented seating arrangements and a no talking lunch policy. Additionally, there is fundraiser after fundraiser (including Cookie Lee; who the benefits from that I wonder) and I have yet to see the benefits of that anywhere in the school. If you live in this school region, apply for a inner district transfer. We are finishing out this year and moving on to greener pastures next year. The school is a disgrace to our community and children and their philosophy on education and their mediocre scores show it.
—Submitted by a parent
I have 2 boys that attend this school which will be their last year thank god, I have had nothing but a year full of issues from the aids who work in bridges to teachers who are worse then children, if a school should be closed this one should be considered, it's amazing the difference there is from one year to the next and this is a little advice for parents, your kids are a reflection of you and I've met so kids who show a great lack of respect for others so please reinforce manners and respect to others or they'll achieve nothing in life.
—Submitted by a parent
Both my kids have attended or are currently attending Northridge. It's been rough going since it had to absorb a few hundred students when nearby schools closed. It's gone through two principles. The last one nearly eviscerated the school of all its good programs. When suggestions were made the answer was always, No, it can't be done. Not, Let's find a solution. Not, let's make it work. Just, No. We're on principle no. 3 this year. I don't know if it's her doing, but band and choir are back, and the much-loved sixth grade science trip to Yosemite was saved from the chopping block. Teachers and parents put in a lot of work to save the integrity of this school and maintain the community that has grown. Things are looking up.
—Submitted by a parent
My extended family attended Northridge from 1986 to 2007. The earlier years were the best, with enthusiastic teachers, All-school shows, talent shows, fashion shows, pet parades, etc. Each teacher that left was sorely missed and was sent out in style! Unfortunately, with budget cuts, teachers unions, and politics at the higher levels of administration, this school has suffered. The last principal took away everything that was even remotely fun! The morale sunk to an all-time low under her leadership. If the new principal can put some fun back into the school, the children AND the teachers can thrive!
—Submitted by a parent
I grew up in Fair Oaks and when we moved back to this area we were thrilled to be able to send our children to Fair Oaks schools!! To our surprise, Northridge has no parent participation, the teachers are old and grouchy, the office staff is never friendly or welcoming, the yard duties are disgruntled parents and the school overall lacks any morale! Thanks northridge for keeping our school a place we actually want to send our children!
—Submitted by a parent
Little to no parental involvement, no sports or other extracurricular activities. Inadequate supervision repeatedly observed during lunch & recess. I strongly suggest using open enrollment in January.
—Submitted by a parent
Horrible school. My advice use open enrollment to a school that cares.
—Submitted by a parent
Typical, average, suburban elementary school. Love the Festival of Nations, and the principle is very fair.
—Submitted by a parent
My children attend northridge school, Im sorry too say that the school lacks in music, sport and extracurricular activities. I think the staff that Ive been exposed too are great but lack of parent and funding for the school are severe.
—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.
54 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
54 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.
59 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
58 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.
65 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% 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 63% in 2012.
68 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
66 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.
64 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
60 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 | 35% |
| Females | 33% |
| Males | 37% |
| 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 |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 41% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 38% |
| English learner | 22% |
| Fluent-English proficient and English only | 42% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 20% |
| 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 | 38% |
| All Students | 50% |
| Females | 42% |
| Males | 57% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 48% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | 39% |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 47% |
| 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 | 48% |
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 | 25% |
| Females | 31% |
| Males | 20% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 19% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 33% |
| Economically disadvantaged | 15% |
| Non-economically disadvantaged | 47% |
| Students with disability | n/a |
| Students with no reported disability | 26% |
| English learner | 0% |
| Fluent-English proficient and English only | 38% |
| 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 | 21% |
| All Students | 66% |
| Females | 59% |
| Males | 72% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | 40% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 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 | 60% |
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 | 52% |
| Females | 57% |
| Males | 49% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 56% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | 8% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 33% |
| All Students | 48% |
| Females | 52% |
| Males | 43% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 43% |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | 38% |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 36% |
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 | 43% |
| Females | 55% |
| Males | 37% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 50% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 50% |
| Students with disability | 31% |
| Students with no reported disability | 43% |
| English learner | 18% |
| Fluent-English proficient and English only | 47% |
| 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) | 50% |
| Parent education - college graduate | 54% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 31% |
| All Students | 46% |
| Females | 48% |
| Males | 45% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 61% |
| Students with disability | 27% |
| Students with no reported disability | 48% |
| English learner | 36% |
| Fluent-English proficient and English only | 48% |
| 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) | 75% |
| Parent education - college graduate | 33% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 33% |
| All Students | 21% |
| Females | 9% |
| Males | 26% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 20% |
| Economically disadvantaged | 17% |
| Non-economically disadvantaged | 30% |
| Students with disability | 8% |
| Students with no reported disability | 25% |
| English learner | 18% |
| Fluent-English proficient and English only | 21% |
| 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) | 50% |
| Parent education - college graduate | 15% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 6% |
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 | 38% |
| Females | 45% |
| Males | 31% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 49% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 23% |
| Students with disability | 29% |
| Students with no reported disability | 40% |
| English learner | n/a |
| Fluent-English proficient and English only | 38% |
| 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) | 45% |
| Parent education - college graduate | 36% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 14% |
| All Students | 25% |
| Females | 30% |
| Males | 21% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 14% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 31% |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 23% |
| Students with disability | n/a |
| Students with no reported disability | 28% |
| English learner | n/a |
| Fluent-English proficient and English only | 25% |
| 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 | 27% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 5% |
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 - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 60% | 28% | ||
| Hispanic or Latino | 28% | 49% | ||
| African American | 6% | 7% | ||
| Asian | 4% | 8% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Filipino | 1% | 3% | ||
| Multiple or No Response | 1% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 20% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 54% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 74% | 85% | ||
| Russian | 11% | 0% | ||
| Punjabi | 3% | 1% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 3% | 0% | ||
| All other non-English languages | 1% | 1% | ||
| Armenian | 1% | 1% | ||
| Farsi (Persian) | 1% | 0% | ||
| Hebrew | 1% | 0% | ||
| Hmong | 1% | 1% | ||
| Korean | 1% | 1% | ||
| Portuguese | 1% | 0% | ||
| Rumanian | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 15 | N/A | 11 |
| Average years teaching | 15 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 96% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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5150 Cocoa Palm Way
Fair Oaks,
CA 95628
Phone: (916) 867-2066
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Fair Oaks, CA
Freedom Christian School
Fair Oaks, CA
Kingswood Elementary School
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Skycrest Elementary School
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