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Teacher quality
Principal leadership
Parent involvement
I have a child in the second grade who attends Nelda Mundy and I have to say her teacher is the "worst" of them all. She is not organized; she is not held accountable for her lack of teaching my child and she does not communicate with me, via email, phone calls, etc. The primary method and focus seems to be on "test taking" and not teaching standards/concepts. I am truly disappointed in this school.
—Submitted by a parent
This is a great school, the teachers, principal and staff are all so dedicated, organized and they have a system that works!!
—Submitted by a parent
this is the best elementary school you will ever go to!!!!! there is NO bullying and everyone is nice. they have strict rules but a lot of fun activities. top school of the district no doubt. everyone encourages your student to do the best they can. CST scores= AMAZING!!!!!!!!! I LOVE THIS SCHOOL AND I KNOW YOUR STUDENT WILL TOO. 6TH GRADE CLASS OF 2010-2011 SHOUT OUT!
My child attended this school last year. He really enjoyed it for the most part but I did not like the general feel of the school. Traffic is a mess. There is a slew of focus on testing ( good thing) but it's mostly worksheets, worksheets. No hands on activities, no fun experiments, discovery stations, or actual "let's help Tommy think for himself" Instead, teachers are pretty much driven to deliver their curriculum to the students in a wham slam' -memorize this, copy that and burn it in your memory' attitude so they can just throw it back out on state tests so the school can get more funding. As a result, your child will do a lot of memorizing,busy work that focuses on standards but if you want your child to actually try to think for himself and not just do worksheet after worksheet, supplement with something intelligent and go to the library. The positives: A safe and clean school, high quality teachers,nice new principal (although you'll have to explain any of your concerns in a matter of a few minutes before you get rushed out the door....she is very nice but needs to be a little more gracious with her time during parent meetings. Glad we are finally graduated from Nelda.
—Submitted by a parent
Great for those of you who can afford to purchase a home in that area. They don't have open enrollment nor are they on the choice list for no child left behind act. It seem segregation at its best and when I write a well thought out letter to the district I am ignored. Your on notice Mundy, I am having a few people look into this matter. 2011
—Submitted by a parent
This is definitely a great school overall. I have both of my boys at this school, one finishing 4th grade and the other graduating 6th grade. They both have been here since Kindergarten. I have nothing but positive things to say about the quality of education, the diversity of the school, the support and care of the principal/teachers/staff towards the students, and (as previously stated) the sense of community. I love it here as much as my children do!
—Submitted by a parent
I am an parent and My child comes home everyday and says 'i had a great time!' She talks about what she learned and everything and also is ready to go to Green Valley next year
—Submitted by a parent
Wow! We went to back to school night for our daughter in K and son in 4th. What a terrific school. I am very impressed with the teachers and staff. They are extremely organized and energetic. They seem to care very much about students and their education.
—Submitted by a parent
Nelda Mundy is a great school. The teachers are awesome and the parental involvement is wonderful. My girls love their school and are always excited about learning. The families that attend Nelda Mundy are very nice and united. The staff and administration are great. I feel my children are getting a great education and sense of community at this school. I agree, Nelda Mundy is by far the best school in the district. The parental involvement says it all!
—Submitted by a parent
Our experience at Nelda Mundy has been nothing but positive. The Principal is fabulous and a pleasure to work with, as well as the teachers and office staff. I look forward to my son starting kindergarten next year and only hope for the same great experience that we have had with our daughter. I am proud to be part of such a unique school dedicated to the betterment of the children. Way to go Mrs. Cherry and staff!
—Submitted by a parent
I have been a Nelda Mundy parent for the last 9 years and feel that from Bill Stockman to Kristen Cherry and Julie Reece, my experience has been nothing but positive. All of the teachers and staff make the children first priority. My kids love going to school and that says a lot about the school! Years ago the office staff was rude, but now they have been replaced with friendly and helpful staff members. I couldn't be happier with the education my children are receiving and would highly reccommend this school to anyone moving to this area.
—Submitted by a parent
first year here and last. not happy, I think the principal is to young. when you try to question some of there teaching techniques, you get a lot of back peddling.no one could really answer me. I have older children who have gone to other schools where we have felt welcomed and the principals have always had open door policy, but here at nelda mundy as a parent I have not felt no open door policy with the principal. I too feel they are all about money and numbers. If your child does not hold straight A's they don't want to deal with it. It's either the parents or the students fault that they are not holding an A. Because a B is not good enough for nelda mundy. I know because we just went through this.
—Submitted by a parent
I have had children at this school for the past 7 years. All their teachers were outstanding! My youngest will graduate from here next year and I will miss the staff, the teachers and the close knit community that we have come to know and love. It is by far the best school in the district.
—Submitted by a parent
We have been at this fantastic school for 3 years now and have loved every aspect of it. There is a reason it is the highest scoring school in Fairfield, and all of the staff members there work hard to make sure our kids' needs are met! The new administration change went off without a hitch and, though we miss Mr. Stockman, the Principal and VP are great!
—Submitted by a parent
This is our first year here. Not to happy. The teachers that i have ran across have been rude. The new princibal.Will say anything to make you happy at the time, but will not follow through. They care more for money andhigh scores. Maybe they need to clean house. Not to friendly in the office.
—Submitted by a parent
This is our first year in the School and I'm am more than pleased with the education my son in recieving. The Teachers Parents and Principal all seem to working together to create this Wonderful Safe school....
—Submitted by a parent
As with the past 4 years at Nelda Mundy, I couldn t be happier. Sad to see Mr. Stockman leave but very happy with Mrs. Cherry and new VP. Lot of activities for the children and this year s parent club is outstanding with some past seasoned members and new energetic parents. This school is by far the best school in FSUSD. We are truly privileged to have people from Principal Cherry to the school janitor Mark, and everyone in-between.
—Submitted by a parent
Lots of parents who walk their kids to school. Great involvement. School needs to have greater control over icecream truck parking there daily. This is not helping to reduce the obesity problem in America. Cars in the neighborhood speed through in the morning. Need more cameras to capture these inconsiderate & careless neighbors.
—Submitted by a parent
My children have had very good experiences at this school. The expectations are high, the staff superb, and admin. on top of it. The new office staff is icing on the cake. The MCA is doing a great job and has planned some after school activities as well as family events. Way to go! I would encourage most families to consider the Nelda Mundy area when looking to relocate. Although the school is overcrowded, it hasn't seemed to affect the educational quality overall.
—Submitted by a parent
My children are new at Nelda Mundy and I feel that my children are safe. It seems to me that the overcrowding issue has been addressed ( I should know, I live two blocks away and my children had to attend another school because of overcrowding last year). The teachers seem caring so far and I think the office staff have personality,spunk and truly care for the children. The parents that volunteer crossing at the streets are great. My only complaints would be the ice cream truck line blocking the sidewalk and perhaps bike lanes on the streets instead of children riding on the sidewalks (probably more of a city issue on that one).
—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.
128 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
128 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.
105 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
105 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.
119 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
119 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
106 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
105 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
105 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.
113 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
113 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 | 92% |
| Females | 94% |
| Males | 91% |
| African American | n/a |
| Asian | 92% |
| Filipino | 82% |
| Hispanic or Latino | 89% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 92% |
| Non-economically disadvantaged | 92% |
| Students with disability | 64% |
| Students with no reported disability | 95% |
| English learner | 81% |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 81% |
| Parent education - some college (includes AA degree) | 87% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 88% |
| Females | 89% |
| Males | 88% |
| African American | n/a |
| Asian | 92% |
| Filipino | 82% |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 92% |
| Non-economically disadvantaged | 89% |
| Students with disability | 55% |
| Students with no reported disability | 91% |
| English learner | 88% |
| 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 | 88% |
| Parent education - some college (includes AA degree) | 87% |
| Parent education - college graduate | 92% |
| 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 | 81% |
| Males | 80% |
| African American | 62% |
| Asian | n/a |
| Filipino | 76% |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 95% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | n/a |
| All Students | 91% |
| Females | 87% |
| Males | 94% |
| African American | 69% |
| Asian | n/a |
| Filipino | 90% |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| 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 | 71% |
| Parent education - some college (includes AA degree) | 95% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 94% |
| 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 | 96% |
| Females | 93% |
| Males | 98% |
| African American | n/a |
| Asian | n/a |
| Filipino | 97% |
| Hispanic or Latino | 100% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 100% |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 98% |
| English learner | n/a |
| Fluent-English proficient and English only | 97% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 96% |
| Parent education - college graduate | 97% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 96% |
| Females | 97% |
| Males | 95% |
| African American | n/a |
| Asian | n/a |
| Filipino | 100% |
| Hispanic or Latino | 93% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 88% |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 98% |
| English learner | n/a |
| Fluent-English proficient and English only | 97% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 96% |
| Parent education - college graduate | 98% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 86% |
| Females | 89% |
| Males | 83% |
| African American | 81% |
| Asian | n/a |
| Filipino | 95% |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 80% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 95% |
| Females | 100% |
| Males | 90% |
| African American | 88% |
| Asian | n/a |
| Filipino | 100% |
| Hispanic or Latino | 89% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | 88% |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 100% |
| English learner | n/a |
| Fluent-English proficient and English only | 95% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 87% |
| Parent education - some college (includes AA degree) | 94% |
| Parent education - college graduate | 98% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 89% |
| Males | 88% |
| African American | 75% |
| Asian | n/a |
| Filipino | 100% |
| Hispanic or Latino | 89% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 93% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 96% |
| Females | 96% |
| Males | 95% |
| African American | n/a |
| Asian | 91% |
| Filipino | 83% |
| Hispanic or Latino | 100% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 94% |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 97% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 83% |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 96% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 91% |
| Males | 90% |
| African American | n/a |
| Asian | 91% |
| Filipino | 94% |
| Hispanic or Latino | 89% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 83% |
| Parent education - some college (includes AA degree) | 92% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
All students
Female
Male
All students
African American
Asian
Filipino
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
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 | ||
|---|---|---|---|---|
| White | 37% | 27% | ||
| Asian | 25% | 11% | ||
| Hispanic | 14% | 51% | ||
| Two or more races | 12% | 3% | ||
| Black | 9% | 7% | ||
| American Indian/Alaska Native | 1% | 1% | ||
| Hawaiian Native/Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 9% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 13% | N/A | 54% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 23 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 11 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 6% | N/A | 2% |


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570 Vintage Valley Drive
Fairfield,
CA 94534
Website: Click here
Phone: (707) 863-7920
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Fairfield, CA
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Our mission is to inspire and support families to champion their children's education - at school, at home and in their community. We are a national non-profit with offices in San Francisco, Milwaukee, Washington D.C. and Indianapolis.
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GreatSchools, Inc. 160 Spear Street, Suite 1020, San Francisco, CA 94105
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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.
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