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GreatSchools Rating

Jurupa Vista Elementary School

Public | K-6 | 685 students

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 2 ratings
2012:
Based on 1 rating
2011:
No new ratings

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18 reviews of this school


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Posted April 11, 2014

Estoy muy contenta con la escuela ,principalmente con la maestra de grade 1 miss Treff es una maestra muy dinamica ,les ense a mucho a los ni os .
—Submitted by a parent


Posted February 8, 2014

I totally disagree with the last parent review regarding the comment regarding Dr. Jones. I have met with her regarding my child and she was not only very knowledgeable about ways I could help my son, but also very personable. She's a great asset to this school! Also, lots of excellent teachers here too!
—Submitted by a parent


Posted October 18, 2013

Thus far I have been unimpressed with Dr. Natasha Jones as a principal (2013-____). Based on her history, she never truly spend much time in the classroom.
—Submitted by a parent


Posted August 5, 2013

MY 3 KIDS ARE NEW TO THIS SCHOOL AND THEY LOVE THIS SCHOOL TEACHERS ARE GREAT AND SCHOOL STRUCTURE IS GOOD AS WELL.
—Submitted by a parent


Posted July 9, 2012

last year was the best year of my life, school wise. the sixth grade team was the best, especially the GATE teachers. Jurupa Vista also has the GATE club, who meets once a month. the teachers were nice, the kids were nice, and lets not forget the science camp!


Posted August 12, 2010

I have had two children go thru this school and currently have a 3rd in 5th grade. They have all excelled and are in Gate classes. For the most part all of the teachers are willing to help in all academical areas and communicate well with parents.
—Submitted by a parent


Posted April 28, 2010

This school needs more extra curricular activities. Something to keep the kids involved & interested in attending school.
—Submitted by a parent


Posted April 26, 2010

Growing up in this elementary school was one of my most memorable experiences and all I've ever wanted to do was give back to my school family. There are many people teachers and employees alike that have worked hard to provide a better life for their students. I remember this school and I think back of all the help and inspiration everyone had given me. Without them I would not have had a reason to move forward and now I wish them that same fate.
—Submitted by a parent


Posted October 6, 2009

Kudos to the new principal and all the teachers who worked hard on making this school better. A great leap from the previous leadership. Keep up the good work and hoping for higher API next year...ergo, higher than 5 school rating.
—Submitted by a parent


Posted September 16, 2009

The teachers at Jurupa Vista work extremely hard!! They should be proud of their accomplishments.
—Submitted by a teacher


Posted June 28, 2008

I believe the teachers do their very best. I would like to see less kids per class and after school programs. Overall Jurupa Visita is a good school.
—Submitted by a parent


Posted April 12, 2007

I am not pleased at all with this school. They lack the motivation needed to provide extra curricular activities which could be making a change in children's life, and good habits need to start at a young age. If they start these habits they will stay as they get older and will keep them out of trouble. The teachers are not very good. My son's teacher does not challenge him at all. Th homeork he gives him my 7 year old son can do in about 15 minutes my ten year old son in 10 minutes.
—Submitted by a parent


Posted May 7, 2006

The only problem I have with the schools is that they don't have any extra curriculum after school for students that need that extra help.
—Submitted by a parent


Posted March 4, 2006

My son was enrolled at this school for a brief period of time and he really enjoyed himself. He learned alot as a student in Ms. Duran, Room 18 class. He will miss her and his fellow students. Jurupa Vista has a awesome learning curriculum.
—Submitted by a parent


Posted January 13, 2005

My daughter went to this scholl when she was in kindergarden and 1st grade. The teachers were really good adn she loved the school.
—Submitted by a parent


Posted October 5, 2003

We have had many options in considering placement of our son in the public and private school system. I am a teacher at Jurupa Vista and I give my fellow colleagues accolades. I have been very pleased with all of the teachers at this school- they are very qualified, committed, and devoted to their service. My son is succeeding as a minority (white). He is advanced in reading and math and does not see color. The principal is a very wise and nurturing human being. Some people may not understand his ways, but I will attest that he knows more about education, politics,and interpersonal relationships than many of us will know in a life time.
—Submitted by a parent


Posted August 11, 2003

I am not at all pleased with the quality of teaching at this school. I feel some of the teachers lack the experience it takes to deal with special needs children. For example my child is ADHD and sometimes my child needs a little more help than other children to understand the curriculum that the teacher is explaining. The teachers do not want to take the effort to give that special attention that another child my not require. I know that all of the children need to know that their teachers care about them but sometimes there might be that one child that needs a little more attention than others. I don't think that is to much to ask. I think in the future maybe the faculty should have to take classes on how to deal with special needs children instead of calling the parents everytime their student asks them to many questions and requests that the parents ask their child to not bother the teacher with so many questions.
—Submitted by a parent


Posted June 19, 2003

The teachers I have come in contact with have been excelent. I give them the highest praise. I am not overly pleased with the principal and some of his rules. I'm sure he has reasons for them and much more experience then I ever will, however I do not see a reason the children are not allowed to bring cupcakes (as and example) to school for their classmates on their birthday. If all the kids do not want to participate that is fine, but why not let those that do want to do it? That is just one of the reasons I gave him a low score, there are others.


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

759

Change from
2012 to 2013

-42

API Statewide Rank
(2012)

5 / 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 did not meet its schoolwide API target for 2013.
  • This school has not yet 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

759

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

-42

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 2011 and Spring 2012. 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)

5 / 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.

85 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
44%

2011

 
 
47%

2010

 
 
29%
Math

The state average for Math was 65% in 2013.

85 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
47%

2011

 
 
62%

2010

 
 
42%
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.

89 students were tested at this school in 2013.

2013

 
 
31%

2012

 
 
45%

2011

 
 
36%

2010

 
 
33%
Math

The state average for Math was 66% in 2013.

89 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
59%

2011

 
 
54%

2010

 
 
55%
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.

67 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
64%

2011

 
 
50%

2010

 
 
57%
Math

The state average for Math was 72% in 2013.

66 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
63%

2011

 
 
64%

2010

 
 
66%
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.

85 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
62%

2011

 
 
55%

2010

 
 
57%
Math

The state average for Math was 65% in 2013.

84 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
54%

2011

 
 
55%

2010

 
 
63%
Science

The state average for Science was 57% in 2013.

84 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
59%

2011

 
 
47%

2010

 
 
61%
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.

87 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
65%

2011

 
 
61%

2010

 
 
59%
Math

The state average for Math was 55% in 2013.

87 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
56%

2011

 
 
52%

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

All Students40%
Females55%
Males26%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged34%
Non-economically disadvantaged52%
Students with disabilityn/a
Students with no reported disability44%
English learner46%
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate36%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)38%
Parent education - college graduate38%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students51%
Females55%
Males47%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged46%
Non-economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability55%
English learner50%
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate45%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)46%
Parent education - college graduate46%
Parent education - graduate school/post graduaten/a
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 Students31%
Females23%
Males35%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged21%
Non-economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability31%
English learner26%
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talented73%
Parent education - not a high school graduaten/a
Parent education - high school graduate23%
Parent education - some college (includes AA degree)38%
Parent education - college graduate35%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students42%
Females33%
Males47%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged33%
Non-economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability41%
English learner39%
Fluent-English proficient and English only42%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate36%
Parent education - some college (includes AA degree)46%
Parent education - college graduate55%
Parent education - graduate school/post graduaten/a
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 Students70%
Females78%
Males60%
African American54%
Asiann/a
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged71%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability73%
English learner64%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate53%
Parent education - some college (includes AA degree)75%
Parent education - college graduate83%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students71%
Females76%
Males66%
African American58%
Asiann/a
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged73%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability73%
English learner64%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduate56%
Parent education - some college (includes AA degree)83%
Parent education - college graduate83%
Parent education - graduate school/post graduaten/a
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 Students61%
Females67%
Males57%
African American69%
Asiann/a
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)n/a
Economically disadvantaged50%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability61%
English learner35%
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduate55%
Parent education - some college (includes AA degree)62%
Parent education - college graduate73%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students55%
Females64%
Males47%
African American69%
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged46%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability55%
English learner30%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduate42%
Parent education - some college (includes AA degree)59%
Parent education - college graduate64%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students47%
Females44%
Males49%
African American69%
Asiann/a
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged39%
Non-economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability45%
English learner20%
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduate37%
Parent education - some college (includes AA degree)53%
Parent education - college graduate55%
Parent education - graduate school/post graduaten/a
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 Students57%
Females61%
Males53%
African American47%
Asiann/a
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged56%
Non-economically disadvantaged62%
Students with disabilityn/a
Students with no reported disability60%
English learner0%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talented78%
Parent education - not a high school graduate55%
Parent education - high school graduate46%
Parent education - some college (includes AA degree)61%
Parent education - college graduate75%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students43%
Females43%
Males43%
African American33%
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged46%
Non-economically disadvantaged37%
Students with disabilityn/a
Students with no reported disability44%
English learner10%
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduate50%
Parent education - high school graduate32%
Parent education - some college (includes AA degree)37%
Parent education - college graduate67%
Parent education - graduate school/post graduaten/a
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 State average
Hispanic 70% 51%
Black 16% 7%
Asian 6% 11%
White 6% 27%
Two or more races 1% 3%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 66%N/A54%
Source: NCES, 2010-2011

Oops! We currently do not have any teacher information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

What makes a great teacher? Study after study shows the single most important factor determining the quality of the education a child receives is the quality of his teacher. Here are some characteristics to look for »

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School basics

School Leader's name
  • Syed Hyder
Special schedule
  • Year-round
Fax number
  • (909) 876-4056
School leaders can update this information here.

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15920 Village Drive East
Fontana, CA 92337
Phone: (909) 580-5021

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