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Teacher quality
Principal leadership
Parent involvement
Fremont is a strong school. It has a cohesive staff that responds well to parent input . There are assemblies, celebrations, sports day, welcome parent activities, book fair, etc. They recently implemented a school-wide anti-bullying plan to prevent any proliferation of bullying. My criticism is the lack of consideration for working parents. During my daughter's K year, the then-principal refused to have after-school care for K students, stating there wasn't a need nor room on campus. No survey, no input, just her decision. When the new principal who had children came, suddenly there was after-K care. Previous principal didn't accommodate working parents. The current PTA schedules its meetings in the morning. Vital information is given during these meetings and if you can't attend, you're out of luck. The PTA's FB updates don't cover the necessary info in detail. The volunteer appreciation tea is scheduled for the middle of the afternoon. If you work, you have to take time off to volunteer in the classroom/events and then take more time off to be appreciated. It's a lack of consideration for working parents that really does a disservice to this school.
—Submitted by a parent
We feel very fortunate that our daughter has access to such a great school. Fremont is a special place that offers a wonderful blend of academic and extra curricular activities. We are as engaged as parents in the school (thanks to the strong leadership of or principal) as our daughter is in her studies---due in large part to the great teachers she has had through the years. Each one has treated her as an individual working to bring out her best potential. If you're looking for a excellent academics and a warm, caring environment for your child, Fremont is the place for you. We have been very happy here.
—Submitted by a parent
This is an excellent school. The writing program is phenomenal - I was blown away how well my kids could write at the end of kindergarten and am even more impressed at the upper grade level. My children have been nurtured by caring teachers who push them to do their best. In addition to great academics, Fremont is unique in the quality and number of special programs events and technology available to the students and teachers. A computer lab full of brand new Mac computers and computer teacher is visited by all students K-6 each week. The school has an art docent program in every class as well as choral and instrumental music. The school has incredibly active parent organizations, which results not only in great events and programs but a high level of volunteerism in and outside the classroom. There is a strong emphasis on character and ethics. The school has a strong sense of small town community, where the Principal knows the kids names and the kids know the volunteering parents by name. In some grades the teachers work as a team, in others they have individual curriculum. We moved to Sparr Heights because of Fremont and feel incredibly fortunate to have our kids there.
—Submitted by a parent
Fremont has involved parents, and teachers and staff who want to make Fremont better every year. The principal listens to input from the parents and tries to help make Fremont a great school.
—Submitted by a parent
This school is a mixed bag. Some of the teachers are excellent with strong curriculums in their classrooms. However, there is no apparent or obvious consistency within the grades. For example, in 4th grade, some of the teachers require the students to read several accepted core curriculum literature, and others maybe read one book. This creates unequal access to education in the school itself and in the district. Also, some teachers are allowed to have the same students in their classroom for two years, say both 1st and 2nd grade - all the same students and same teacher. This sets ups cliques in the school environment and in the community. My child had a teacher that was late to class in the morning the majority of the school year, and was so unorganized that the children ended up losing privileges like P.E. because she didn't remember to get the students out to the field. Yet, other teachers are very dedicated and would never behave in that manner. The supervision at recess is poor and the aggressive students run the roost, and the school lunches are frankly, just sad.
—Submitted by a parent
This school is a wonderful school. I am so glad to have my daughter attend here.
—Submitted by a parent
very good school. Good teachers and I like the way the teach. Excellent school for the area.
—Submitted by a parent
I feel so fortunate for my daughter to be a student at Fremont. She has learned and grown so much in the three years she has been attending. The teachers and staff give so much of themselves and it shows! I am constantly in awe how much of their extra time, energy and knowledge they are willing to give to their students. The family/parent involvement is also very apparent and we all benefit from that. It's not called fabulous, friendly Fremont for nothing!
—Submitted by a parent
I give three years to be one of the worst schools of this area because the kids are only learning how to play. There are good teachers at Fremont and, those are the parents teaching in home, their kids to give good raitings to the school. Or thats what happen on k.
—Submitted by a parent
I cannot say enough good about this school. The teachers really care. It is an excellent facility with wonderful parent involvement. I send both of my children here and I feel so fortunate to have such a wonderful school in my district
—Submitted by a parent
Frenont is the most fabulous friendly place. Teachers and parents truly work together to make our school a place which openly welcomes and embraces children from all walks ( and wheelchairs of life. We seem to do a lot on our little, flat campus.
—Submitted by a parent
I commute 90 miles each day to work through Southern California traffic. I hear the schools are great in Orange County where I work. Would I consider a move to make my life easier? No. Fremont cares so my kids care. They love Fremont so they do well in school. So is my sacrifice for me kids worth it? Absolutely. As long as Fremont keeps ups its unparalleled commitment to its students, I will gladly send my children there.
—Submitted by a parent
Best school in town with the best teachers! Go Fremont!
—Submitted by a parent
Fremont Elementary is very friendly with a strong (and beloved) principal who keeps the teachers happy and motivated. The curriculum is focused on teaching students writing skills that will help them throughout their lives. The student body is nicely diversified. Our PTA and Foundation are highly motivated and support our school, teachers, and students. We are a happy group here at Fremont.
—Submitted by a parent
I've been part of the Fremont community for 11 years--my youngest is now a 6th grader. I can truly say that it is like a great big family to me and I'll be sorry to leave. The principal is fabulous as are all of the teachers and staff and the parent involvement is incredible!
—Submitted by a parent
John C. Fremont is dedicated to one goal, Students success. Students and staff are working hard to achieve the goal.
—Submitted by a parent
John C. Fremont is a welcoming learning environment. This is a school where teachers love to teach and help every single student with their specific needs, goals and further enrichment. Along with a great support system on campus and in the community, we are all moving towards a better future for our young children!
—Submitted by a parent
Fremont has a great computer lab, funded entirely by community support. It has fantastic teachers that are willing to do anything that helps our kids learn and inspires them to be the best kids they can be. The principal fosters a positive learning environment and encourages all to take part in the education of our kids.
—Submitted by a parent
Besides caring and involved teachers, JC Freemont fosters a community of strong parental involvement, which makes rasing our kids feel like a team effort-- which it is!
—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.
103 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
103 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.
102 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
102 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.
109 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
109 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.
105 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.
103 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
103 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 | 86% |
| Females | 95% |
| Males | 80% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | 71% |
| 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) | 83% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 87% |
| All Students | 86% |
| Females | 98% |
| Males | 77% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | 79% |
| Fluent-English proficient and English only | 88% |
| 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) | 67% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 87% |
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 | 71% |
| Females | 75% |
| Males | 68% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | 67% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 81% |
| Males | 72% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | 63% |
| 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 | 67% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 85% |
| 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 | 89% |
| Females | 93% |
| Males | 84% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | 70% |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 85% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 93% |
| Males | 86% |
| African American | n/a |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 80% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | 65% |
| 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 | 85% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 97% |
| 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 | 84% |
| Females | 90% |
| Males | 80% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | 70% |
| 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 | 80% |
| Parent education - some college (includes AA degree) | 92% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 84% |
| Males | 71% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | 70% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 76% |
| Males | 84% |
| African American | n/a |
| Asian | 87% |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | 55% |
| Fluent-English proficient and English only | 86% |
| 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) | 83% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 96% |
| 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 | 94% |
| Males | 79% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | 45% |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 73% |
| All Students | 84% |
| Females | 82% |
| Males | 85% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | 45% |
| 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 | 56% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 73% |
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
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
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 57% | 28% | ||
| Asian | 18% | 8% | ||
| Multiple or No Response | 12% | 3% | ||
| Hispanic or Latino | 10% | 49% | ||
| Filipino | 2% | 3% | ||
| African American | 0% | 7% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 21% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 15% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Korean | 41% | 1% | ||
| Armenian | 37% | 1% | ||
| Spanish | 15% | 85% | ||
| All other non-English languages | 1% | 1% | ||
| Farsi (Persian) | 1% | 0% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Indonesian | 1% | 0% | ||
| Japanese | 1% | 0% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Russian | 1% | 0% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 23 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 15 | N/A | 11 |
| Average years teaching | 18 | 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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3320 Las Palmas Avenue
Glendale,
CA 91208
Phone: (818) 249-3241
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La Crescenta, 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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