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Teacher quality
Principal leadership
Parent involvement
I have three children currently at VO and one going into high school. Both my high performing children and my child with learning disabilities are challenged and supported. In fact, watching my older child and his VO peers continue their growth in middle and high school is so rewarding! To name just a few accomplishments, this year, VO has 2 destination imagination teams going to globals (for the 2nd year in a row), one student is moving on to state for spelling, and another for science fair. These kinds of results are consistent every year. My older child's class has a former VO student moving on to state for History competition and another former VO student going to state for a Science project. The teachers work so hard and truly care about the whole student. At any school there's a chance that a teacher and child is not a good fit. Every teacher that I have dealt with at VO are completely committed to their students and the overall school. Plus they recently installed an Outdoor Learning Ctr (organic garden) for more hands-on learning!
—Submitted by a parent
This is an excellent school. One of the top 5 in CUSD. My son and daughter both attend Valley Oak. They have had 3 teachers who have won awards for teacher of the year and one for science teacher for the county. The parents are warm and inviting and the students are happy and cheerful. My daughter is involved in peer mediation, choir and sports and my son is in band, sports and lego robotics. What a great experience
—Submitted by a parent
We are new to the school and are less than excited about it. Teachers might or might not respond to our attempts at communication, and this has been our greatest frustration. Being new to the school, several things have been less than explicit, and our attempts at clarification have often run into frustrating dead ends... sometimes leading to negative repercussions for our child. I frequently hear how phenomenal the Clovis Unified schools are, and I have no doubt that they are superior to most public schools in California (and probably most private schools in Fresno,) but this school poorly compares to our previous out-of-state elementary school.
—Submitted by a parent
I am amazed by the parent with the negative experience, my son is currently enrolled in Ms. Vincent's 4th grade class and I have nothing but positive things to say about his 4th grade year so far. As parents we have never made a donation other than time and I am confident our son receives the same good education as the next kid. Now could you ticket some of these teachers for being too pretty? ya probably.
—Submitted by a parent
I would have to highly disagree with the previous review submitted by "other". I have been involved with valley oak for the last 7 years with my two kids and I have nothing but good things to say. Valley oak has a great staff Mrs. Gregory, Mrs. Vincent and Mrs. Hustede have always been professional and personable in our engagements. Mrs. Watson has handled any issues I have with my kids fairly and quickly. Don't let a skewed view form "OTHER" deter you from this Great school with a great staff.
—Submitted by a parent
Unfortunately we are leaving Valley Oak on a bad note due to the teachers and Ms. Watson. Mrs. Duwe is a valuable asset to the school but she will be leaving on a part-time basis at the end of the school year 2010-2011. If you have a student there be mindful of the following teachers: Mrs. Gregory who teaches 6th, Kristi Vincent who teaches 4th and Mrs. Hustede's who teach 5th. All 3 teachers are upper level and have countless complaints towards them as teachers. The new principal does not support the parents or students and shows favoritism strictly towards the parents that donate and are involved in the Parent committees. It is unfortunate that Valley Oak has gone down hill since the arrival of Mrs. Watson. Very Ghetto for Woodward Park area.
It was a great school until the new principal this year. Ms. Watson knows nothing of running an elementary school, as she came from the district office. It has become more about the rule book then the children and how to help then excel. My son and daughter currently attend Valley Oak as have my other 3 children. I am currently looking to remove them from this school and move them to a school that has a more healthy learning environment.
—Submitted by a parent
VO is a great school: great leadership is provided by Ms. O'Farrell and Ms. Dewey (who happen to know each and every student by name!), and outstanding facilities maintenance by Mr. Calderon. Most of the teachers are very dedicated to their professions, are hard-working, and happen to be parents themselves. My suggestions for improvement at VO are more inclusiveness towards parents and parental involvement, better teacher-parent communication (with better use of classroom websites for this) and more teacher diversity. Realistically, instead of a ranking of '10', Id give them an A- but overall its a good school for my kids!
—Submitted by a parent
Truly an exceptional school. As the parents of 4 children in the school, I feel I can speak with some authority on this. Outstanding staff which starts at the top - Eimear O'Farrell is the most involved, most dedicatged principal I have seen - and this sets the tone for a host of exceptional teachers. I truly cannot say enough positive about Valley Oak.
—Submitted by a parent
We moved to Valley Oak school from on in Southern CA. I researched the school before enrolling my children and met briefly with its staff. I have not been disapointed. My daughters love their school and the extra activites provided to upper grade is amazing. The staff are both professional and caring. The dedication I observe from Mrs. O'Farrell and Mrs. Dewey is truly inspiring. Special Kudos to Miss Domoto who is encouraging, positive and effective. She has been the perfect teacher for my 2nd grader.
—Submitted by a parent
My daughter loves V.O. She is learning so much and is challenged. She has great friends and comes home very happy and excited about her school day. Her teacher seems kind and patient with the students. There are quite a few parents in her class that are very involved with helping which is always beneficial for the students and teacher.
—Submitted by a parent
We were part of the Valley OakSchool for a very short time, unfortunately. We were relocated to Fresno from Minnesota then back again. The students, teachers and soccer coach all went out of their way to make our daughter feel like she belonged and was important. The work was challenging and she developed a love for learning. Any of you with a child in Mrs.Firpo's 3rd grade, thank you so much for teaching your children to be kind to the new kid. Mrs. Firpo is the most incredable teacher and we are so blessed to have been assigned to her. She pushed our daughter and encouraged her to be curious. She instilled in her mind she was bright and capable. The parents at Valley Oak immediately embraced our family. We miss it everyday. If your at Valley Oak you are very lucky. Your kids are getting an outstanding education.
—Submitted by a parent
Valley oak is a great school. My daughter loves it, she is well educated and well loved by the teachers. I could not wish for a more better school! I look forward to my other children attending valley oak. Go wildcats!
—Submitted by a parent
Great school. Helps students greatly with excellent teachers. Put empahasis on testing.
—Submitted by a former student
I do feel that the parent club has been hightly political in the past. The teachers have been great in my experience, other than maybe one or two at most (I have 2 kids). I think that the bright students are challenged, but there is not much consideration for the students that struggle. If the district would use all types of teaching methods to instuct all types of students, this school would be significantly more successful.
—Submitted by kandis widjaja, a parent
My son has done very well in school so far. His scores on standardized tests and school grades match reflecting the assessment standard at the school. My only suggestion is that teachers have to encourage students who process information differently than 'normal' students. Recognize their strengths and help them achieve higher standards. One area I would certainly encourage teachers to consider is, please give 'clear' instructions, repeat it, rephrase it, and find out whether all students got it. That way you don't leave anyone behind. On the whole, Valley Oak provides a good environment for learning. But,there is still room for improvement.
—Submitted by Chandra Shekar, a parent
My son has had good academic preparation at Valley Oak; however, the principal is distant and seems less than sincere when present. The GIS has just changed. The parent club only meets during daytime hours essentially leaving all working parents out.
—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.
79 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
79 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 48% in 2012.
85 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
86 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.
64 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
65 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.
79 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
80 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
78 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.
77 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
77 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 | 82% |
| Females | 83% |
| Males | 81% |
| 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 |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| 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 | 81% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 88% |
| Males | 81% |
| 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 |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 78% |
| 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 | 82% |
| Females | 81% |
| Males | 83% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 94% |
| Females | 93% |
| Males | 95% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 89% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Economically disadvantaged | 94% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 96% |
| English learner | n/a |
| 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 | n/a |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | 97% |
| 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 | 96% |
| Males | 94% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 89% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 92% |
| 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 | 97% |
| 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) | 100% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 88% |
| Females | 90% |
| Males | 86% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 91% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 92% |
| 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 | 93% |
| Males | 78% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| 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) | 83% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 79% |
| Males | 84% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| 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) | 83% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 93% |
| Females | 90% |
| Males | 94% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 88% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 94% |
| 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 | 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) | 92% |
| 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 | 95% |
| Males | 97% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 95% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | 88% |
| Non-economically disadvantaged | 98% |
| Students with disability | n/a |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 83% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 97% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | 81% |
| Males | 91% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 95% |
| 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
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
Fluent-English proficient and English only
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 | 55% | 28% | ||
| Hispanic or Latino | 17% | 49% | ||
| Asian | 13% | 8% | ||
| Multiple or No Response | 10% | 3% | ||
| African American | 3% | 7% | ||
| Filipino | 2% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 6% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 13% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 28% | 85% | ||
| Armenian | 14% | 1% | ||
| All other non-English languages | 10% | 1% | ||
| Arabic | 10% | 1% | ||
| Filipino (Pilipino or Tagalog) | 10% | 1% | ||
| Japanese | 7% | 0% | ||
| Hebrew | 3% | 0% | ||
| Khmer (Cambodian) | 3% | 0% | ||
| Korean | 3% | 1% | ||
| Punjabi | 3% | 1% | ||
| Russian | 3% | 0% | ||
| Ukrainian | 3% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 24 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 14 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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465 East Chaplain Drive
Fresno,
CA 93720
Phone: (559) 327-8200
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Lowell Elementary School
Fresno, CA
Akira Yokomi Elementary School
Fresno, CA
Jefferson Elementary School
Fresno, CA
Valley Arts and Science Academy (Vasa)
Fresno, CA
Lincoln Elementary School
Fresno, CA
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