Advertisement
Advertisement

GreatSchools Rating

Theodore Judah Elementary School

Public | K-5

 
 

Living in Folsom

Situated in a suburban neighborhood. The median home value is $289,000. The average monthly rent for a 2 bedroom apartment is $1,200.

Source: Sperling's Best Places
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 3 ratings
2013:
Based on 2 ratings
2012:
Based on 3 ratings
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

Rate this school

Click on stars to rate
Please select a star rating for this school.
    Helpful reviews answer questions:
  • What do you think others should know?
  • What do you like?
  • How could your school improve?
    Review Guidelines
    GreatSchools won’t post reviews that contain:
  • Inappropriate language
  • Allegations of criminal conduct
  • Names of students, teachers or staff
1200 characters remaining
Please read and accept our Terms of Use to join GreatSchools.
Please indicate your relationship to the school.
Registration is required to post your anonymous review
We will not display your name, photo or email address with your review.
OR
Your email address will never be published or shared.
Indicates a required field

23 reviews of this school


Sort by:
Show reviews by:
Posted February 17, 2014

The overriding difference between this school and most other public or private schools, is the principal Mr. Peterson makes himself readily available to the children and parents. He knows every kid`s name and personally takes the time to interact with them in a consistent manner. He is in front of the school greeting the children, escorting them across the street, assisting them with any requests as well as repeating this activity in the afternoon when school has ended. I challenge anyone at any school to say their administrator does the same. This professional ethic carries over to the teachers, who are phenomenal in their approach to developing the students desire to learn. They actively prepare them for middle school, the next level of education, by giving them assignments that challenge them by using computers for research, presentations and weekly homework. The Gateway Academy for those students with extra educational needs above the normal classroom standards, provides curriculum above common core with opportunities for group work, and individual growth in public speaking and topic exploration. A great choice for any parent!
—Submitted by a parent


Posted January 13, 2014

Theodora Judah: I am very disappointed in this school. In grades 3rd and lower, the school looks the other way on student behavior. Bulling, name calling, physical hitting and kicking. Teachers teaching academics are great. But physical safety of students lacking. I would never recommend this school.


Posted January 3, 2014

Awesome...only school in county and nearest area with Academy Program ...Principal Mr. Peterson is very dynamic and good...I think getting in this school is tough nowadays ...
—Submitted by a parent


Posted August 17, 2013

We just absolutely love this school! It is now our 4th year and we are so pleased to see how it is so fruitful and multiplying by the year! Our principle Mr. Peterson is a wonderful influence and mentor to the kids as well as the rest of the staff. It feels more like a family then a school! We are so blessed to have this as our homeschool and look forward to the years to come!
—Submitted by a parent


Posted August 16, 2013

Theodore Judah is a wonderful school. Its very clean and orderly. I love the teachers and my daughter seems very happy indeed !
—Submitted by a parent


Posted September 27, 2012

Theodore Judah is an amazing school. The teachers, principal and office staff are all amazing. My daughter came to the Gateway Academy from another local school and we could not be happier.
—Submitted by a parent


Posted March 31, 2012

My child entered a Waldorf inspired charter school for two years. She was required to go back a grade by the rules and regulations of their philosophy. The children in the charter school wanted to know why she was there because she could already read in first grade. By second grade her math skills, reading ability and spelling suffered for the sake of song singing, plays and dance. Wonderful are the arts, but in this day and age one has to be concerned about academics At Theodore Judah, I am all amazed at the staff of teachers, office staff, and principal and in particular Mr. Pierce, where his care and interest shows in developing his class room into an inquiring, busy objective of learning.The principal, Mr. Peterson exudes a buoyant, energetic, helpful demeanor, willing to work with staff, student and parent(s). He is seen here, there and everywhere keeping in contact with all of the workings of the school in a positive up beat enthusiasm that is infectious. Theodore Judah is one of the better offerings of public schools in Folsom. It is a joy to be part of the bigger picture that is there for the advancement and development of young minds. BRAVO!
—Submitted by a parent


Posted March 29, 2012

We have two children at The Gateway Academy at Theodore Judah. Agreed, the school has wonderfully trained teachers, an awesome principal and front office staff. The Gateway curriculum is primarily enrichment based but they do offer some subject acceleration at the higher grades. They use the Jr. Great Books literature program that you won t find in most public schools. Our children have enjoyed some of the many after school club choices like Lego s, robotics, chess and academic contests. There seem to be more high achievers in the younger grades vs. gifted and large class sizes. There are also a number of red-shirted kids but no more than you d see in a typical classroom. Held back does not equal gifted. Overall we are happy with the program but do feel it is a better fit at the upper grades. We feel so lucky that FCUSD has a program like this in these days of budget cuts.
—Submitted by a parent


Posted October 6, 2011

Our son started the Gateway Program in TJ this year. We were a bit apprehensive as this is the first year for the Gateway program. Two months later the program is beyond our expectations! We came from an K-8th private school in Folsom and Gateway program beats it hands down. The academic program is top notch, communication with teachers is timely and before and after school care is good. Our son is very much enjoying his new school. The best thing about this is this is free! We would pick this school any day over our private school experience.
—Submitted by a parent


Posted October 29, 2010

Theodore Judah is one of the oldest schools in Folsom. It is also the school of greatest need ... 40% - 50% of families live at or below poverty level. The children are proud of their school, teachers, & principal. Many parents and students volunteered time to clean and spruce up the school last month. The principal really cares about the students. For example, she has implemented and volunteered her time on a month long Saturday morning math program designed for those students who need extra help.
—Submitted by a parent


Posted October 3, 2009

This is a school where the children COUNT!! There are wonderful teachers and staff that make every day special for the students attending this school. Learning is the first priority, but caring about each student is # 1 also.
—Submitted by a teacher


Posted September 27, 2009

My daughter and I love Theodore Judah! The Principal communicates with parents, and the teachers and PTA are very dedicated to the school. I wish there was a little more parent involvement, but those that are involved really give 110%. I enjoy helping there and it is safe and clean. It may be one of the oldest schools in Folsom, but that doesn't matter at all! Great school!
—Submitted by a parent


Posted September 23, 2009

We decided to remove our child from this school. We had too many experiences with parents using bad language while waiting for our child to get out of class. We volinteered in our childs class several times and noticed that the kids had no respect for the teacher. We talked with other parents and heard of many other issues in other classes. Kindergarden was a great experience, but after that be cautious! some parents will rell you that it is a great scholl, but what are they comparing it to? Our child now attends a high performing school in Folsom, and what a difference! W I suggest before sending your child to this school, make a point to sit in a few classes and you will see that the well behaved kids do a lot of sitting waiting for the majority to get focused so that the teacher can teach!
—Submitted by a parent


Posted June 13, 2007

Theodore Judah is one of the best kept secrets in Folsom. It has a diverse staff in terms of experience and styles. There is a teacher for every student at this school. While extra curriculars are not a strong suit at Judah, it is not due to a lack of desire by the teachers. The teachers here go above and beyond for each student, at all levels. It is a true family environment. Teachers and parents (that so volunteer) form bonds that last through the years, which in turn benefit the students. Leadership at this school is lacking. Yet it is the teachers who make up for this discrepancy.
—Submitted by a parent


Posted March 31, 2006

The program quality is excellent. The parent involvement is not as good as it could be. Extracurricular activities available cannot be compared to those in other schools in the district.
—Submitted by a parent


Posted January 12, 2006

Wonderful ciriculum and very nice teachers. Have colunteered, and had a son go here. Excellent shcool.
—Submitted by a parent


Posted November 3, 2005

Average school in terms of aesthetics
—Submitted by a parent


Posted September 25, 2005

I work at a local after-school program and enjoy the contact that I have with this school. I have been involved with Theodore Judah Elementary School for about 8 years now and I have been impressed. All the teachers help the students get involved with after school activities as well as their education. There are plenty of after school activities available for the students and parents to participate in throughout the school year. The school is an older part of Folsom so a lot of the parents or care-givers have been in the area all of their lives and like the school.
—Submitted by a parent


Posted August 13, 2005

It is simply an unclean school
—Submitted by a parent


Posted December 29, 2004

My two granddaughters attend Theodor Judah elementry one in kindergarten (Mrs. Young) The other is in the preschhol program.( Mrs. Braun) I have been to many of the schools functions and programs and am impressed by the parent participation as well as the overall spirit this school has. The children here seem to all be happy and the envirorment is safe.
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

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

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

This school's
API score

907

Change from
2012 to 2013

+7

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

5 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

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

This school's
API score

907

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

+7

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

9 / 10

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

5 / 10

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

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

53 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
71%

2011

 
 
61%

2010

 
 
43%
Math

The state average for Math was 65% in 2013.

53 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
68%

2011

 
 
66%

2010

 
 
60%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

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

85 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
73%

2011

 
 
37%

2010

 
 
58%
Math

The state average for Math was 66% in 2013.

85 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
85%

2011

 
 
63%

2010

 
 
72%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

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

79 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
68%

2011

 
 
74%

2010

 
 
66%
Math

The state average for Math was 72% in 2013.

80 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
64%

2011

 
 
67%

2010

 
 
63%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

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

61 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
84%

2011

 
 
51%

2010

 
 
55%
Math

The state average for Math was 65% in 2013.

61 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
71%

2011

 
 
42%

2010

 
 
54%
Science

The state average for Science was 57% in 2013.

61 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
79%

2011

 
 
59%

2010

 
 
58%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

All Students68%
Females63%
Males73%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged37%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduate100%
Parent education - declined to state50%

Math

All Students76%
Females74%
Males77%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged42%
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduate100%
Parent education - declined to state64%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students78%
Females82%
Males71%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged46%
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate77%
Parent education - graduate school/post graduate97%
Parent education - declined to state71%

Math

All Students85%
Females84%
Males86%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged58%
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate85%
Parent education - graduate school/post graduate100%
Parent education - declined to state65%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students89%
Females92%
Males86%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantaged69%
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)100%
Parent education - college graduate78%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Math

All Students82%
Females81%
Males81%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged69%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)64%
Parent education - college graduate78%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students71%
Females71%
Males70%
African Americann/a
Asian94%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged41%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)36%
Parent education - college graduate82%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a

Math

All Students69%
Females75%
Males65%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged53%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)27%
Parent education - college graduate91%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a

Science

All Students73%
Females79%
Males68%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)61%
Economically disadvantaged53%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)36%
Parent education - college graduate82%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school
White 41%
Asian 36%
Hispanic 13%
Two or more races 4%
Black 2%
American Indian/Alaska Native 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 23%N/AN/A
English language learners 8%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

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

This school has not yet provided program information.


Help other families

Millions of families turn to GreatSchools for help with their
school search. You can help these families by providing
a few details about this school.

Administrators & teachers: Let your school shine!

Help your school shine online by adding program highlights, photos and more on GreatSchools! Get started »

Upcoming Events

No upcoming events found for this school
Searching for school events...
Date
Title
  • {{date}}
    {{title}}
Export calendar
Outlook.com
Microsoft Outlook
iCal Format
Google Calendar
Print Calendar
Uploading, please wait...
POWERED BY
Tandem
Notice an inaccuracy? Let us know!

101 Dean Way
Folsom, CA 95630
Website: Click here
Phone: (916) 983-4469

ADVERTISEMENT
ADVERTISEMENT

Compare this school
to nearby schools

Compare schools »

Compare

Add this school to compare

Nearby schools







ADVERTISEMENT
ADVERTISEMENT