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Teacher quality
Principal leadership
Parent involvement
I am really unhappy about this school. My child's teacher refuses to give "challenge work". Now I understand that this is not required of teachers or the school. However, what teacher would refuse this if the child voluntarily asks for more work. Overall, my child gets the education needed so I am willing to give this school 2 stars but the recent incident just makes me not think well of this school. I hope that we have a better experience next year. Also, I gave 5 stars to the parent involvement because they do let parents get involved. However is it necessary to call me 3x and email me the day before my volunteer day? Calm down, PTA ;-)
—Submitted by a parent
I was prompted to write after the incorrect 11/1/12 post. Moffett is NOT IN PROGRAM IMPROVEMENT! If the parent had truly read the letter, they would have realized that there are only two schools in our district that have been placed into stage one of program improvement: Dwyer Middle School & Perry Elementary School. Moffett recently made incredible growth in their API score. They 'stress the test' because of the emphasis that the State & Federal Government put on those scores (legislation called No Child Left Behind). Quite frankly I appreciate the academic emphasis and wish there was more. There are amazing programs the PTA & the principal supports: field trips, art masters, music, red ribbon week, fall festival, food truck frenzy, science night, skate parties, reflections, student recognition for multiple areas, track & field, student council,... It's a great school! If I had the power & funds to change things I'd implement smaller class sizes & regularly scheduled lunch time activities for students, incorporate diversity education into the curriculum, add a sunshade, become a green school, have a later start time, and lastly mandate uniforms throughout the district!
—Submitted by a parent
The post from 11/1/12 is incorrect-Moffett Elementary School IS NOT IN PROGRAM IMPROVEMENT! Please be very careful about what you post and know your FACTS. If you had read the letter from the school district, you would have clearly noted that there are two schools in our district that have been placed into stage one of program improvement, and neither of those schools are Moffett. The schools are Dwyer Middle School and Perry Elementary School. Furthermore, those schools were placed into program improvement because of low test scores for a specific group of students and not because of the scores for the majority of the student population. If you are not comfortable with this school it is your loss. Moffett is one of the top scoring schools which has made incredible growth in their API score. The teachers 'stress the test' because of the emphasis that the State & Federal Government put on those scores (legislation called No Child Left Behind). Get involved - stop judging from the sidewalk or play ground. We are more than a few fun activities - we are a strong academic education center that prepares all students beyond the standards that are set forth. A proud Moffet parent!
—Submitted by a parent
My daughter started Kindergarten this year at Moffett. My goal, as a parent (and former teacher), is for my daughter to LOVE school and become a life-long learner. Moffett Elementary is definitely supporting my goal for her! My daughter is amped to wake up and go to school - she has an energetic teacher that manages the classroom like a pro. The principal knows his school, his teachers, and their needs. He is very approachable - I wish that I was still teaching so I could work FOR him! The PTA welcomes all parents and encourages all levels of participation in school activities. I have 3 young kiddos and the PTA has helped me to find ways to volunteer that work for our family situation. They have AMAZING programs - Art Masters, BFF Reading Program, and the Fall Festival - what fun! So thankful for this school! Note: There is a negative review written by another parent. Unfortunately, they MISREAD the information on the letter from the Superintendent. The letter was general information regarding the district and some of its schools - not Moffett!
—Submitted by a parent
My child was in Kindergarten last year at moffett. I was very impressed by the teachers and the academics. My older children had attended elementary school at another HB school in Ocean View District, so I have something to compare it to. My daughter excelled here. I am so impressed by this school. I wish I could go back and have all my children attend this school.
—Submitted by a parent
My biggest disappointment is with the main focus of the school - test scores. There are unreasonably high standards placed on the students. Even at the kindergarten level teachers make students sit out at recess to complete unfinished class work. My child has actually come home with sad faces on classwork because there wasn't enough time to finish or because the concept & directions weren't clear. This is not good teaching and isn't the way to introduce children to school! If only this school would realize that not all students can perform at the same level. Unfortunately Moffett offers a "one size fits all" program. Thankfully the PTA is very united in raising funds & planning some nice activities for the students otherwise there would be no enriching activities. This school is all about test prep. & all the fun has been cut out of learning.
—Submitted by a parent
The teachers, principal & PTA at Moffett are the best in HBCSD. Even tho budget cuts have made class sizes bigger than I'd like & the recent deletion of "creativity" in our curriculum makes me scream at times, our small school has pulled together to make sure our kids leave with the best possible, well-rounded education. Thank PTA for putting SmartBoards & sound field systems in every classroom & continuing to fund & support art, music, PE, field trips, accelerated reader & IXL. As far as the previous comment about the MMM.... Have I volunteered for & chaired PTA fundraisers? Yes. Have I been on the PTA elected board? Yes. All it takes is for a parent to raise their hand and say "yes!" when asked to help run the fundraisers & programs to continue supporting our school -- not run away & say "I'll help, but I don't want my name on it." If you want to be a part of PTA and have "influence" on what it does... say "yes!" Come to a volunteer round-up. Reply to PTA emails. Call the PTA president or chair of the program you want to be involved in. The ball is in your court. Yearbook, Art Masters, BoxTops, Book Fair, HSA, Legislation... are all waiting for you! Join us to support our kids!
—Submitted by a parent
We moved here 2 years ago from Mission Viejo and I chose this school based on multiple reviews and websites. I couldn't be happier. Amazing teachers, great principal that really takes the time to get to know the students and parents, also great parent involvement. Matter of fact any time I meet a new mom from another school it's the first thing they say is how great our PTA and parent participation is. This is one of the reasons this school has such a great reputation. Although budget cuts have hit us, most people wouldn't even notice. With the help of our Principal, fundraising, donations, Grants and PTA the school has managed to fund Smart boards, amplification sound systems music, art masters, IXL, BFF, field trips, spark, and so much more throughout the school. I am a proud parent to say my kids attend Moffett.
—Submitted by a parent
Overall, I would rate this school highly. The teachers overall are great and truly care about the kids. Unfortunately, there are two reasons why I would give this 3 out of 5. The first is that with the budget cuts the curriculum is all about the test scores - that's it. School plays have been cut and the extra curricular activities that are still in place only survive because the PTA supports them. The second reason is the MMM ("The Moffett Mom Mafia"). There are a select few moms who seem to have a lot of influence based on the fact that they volunteer a lot at the school and during fundraisers. If you are a normal parent trying to help, you have to be able to navigate the high school type cliques and potential backstabbing by other moms if they don't like you or if (god forbid) you don't agree with them. It's too bad as I think everyone has the same goal in mind for their kids' education, but unfortunately a PTA group on steroids sometimes causes more problems.
—Submitted by a parent
This school has been an excellent match for my child. The teachers are highly skilled and passionate about there instruction. Also, the parent involvement is outstanding. Having such a supportive educational community lends overall to a successful school. Hope this does not change with the current administration.
—Submitted by a parent
I was a little worried about the class size. Our daughter started kindergarten knowing how to read already and we worried about her forgetting what she had already learned. The teachers are really great and moved her to a higher grade level to be challenged (for reading). The PTA is amazing and very active. We are lucky to have such an involved and caring principal as well. Moffett is the best.
—Submitted by a parent
My son is in Kindergarten (Room 2) at Moffett. I was hesitant to enroll him in a public school, but we cannot afford private school. When I heard how big the class sizes were, I thought there was no way my son would leave Kindergarten reading and writing. I also thought that his teacher wouldn't know him personally. I was certainly wrong! Moffett's Kindergarten program is incredible. His teacher is firm but fair and incredibly loving. The class is so organized (I guess it has to be) and the children know exactly what to do. My son LOVES to read and he is even writing up to five sentences! His teacher takes the time to makes sure he is reading books that he is interested in. From what I hear, this is just the first taste of what it is like to send your child to Moffett!
—Submitted by a parent
Academics and parent involvement have exceeded my expectations.
—Submitted by a parent
we have the best teachers, they always strive for the best. When a child is having a hard time, they make sure to help them. The parents at Moffett are always willing to help, we have a great PTA. The kids are well behaved, they have fun at school, and our community is stronger because of our school.
—Submitted by a parent
Phenomenal Administration & teaching staff, along with an unbelievable number of parent volunteers all working together for the sole purpose of the students makes this a one-of-a-kind school and a tough act to beat.
—Submitted by a parent
We have the most amazing volunteers. I've never seen a school with so many enthusiastic, involved parents. We have a reading program at Moffett called Best Foot Forward that the kids can come to every day and check out a book and then be interviewed by a parent volunteer about the book they read. There are 60 volunteers just for that program, and we also have the Art Masters program, Class Act, which is a partnership with the Pacific Symphony Orchestra. They send an adopted musician from the symphony to teach each individual classroom about the symphony, the instruments, and a different famous classical composer each year. Then we have assemblies with them during the year, and at the end of the year, our whole school goes to the performing arts center to see them perform. We also have several teachers that have their classes do plays and musicals every year. We have family math nights, family meal nights, family movie night...And our school provides so many more programs for our children to enjoy. Our school is the BEST!
—Submitted by a parent
If you are looking for quality education in Huntington Beach, then Moffett Elementary is the best school in town! Beginning with their Principal, who has very high standards when it comes to educational team she has created at Moffett as well as the practices she sets for the children to achieve. The parent community is warm and welcoming with a strong PTA presence on campus. Moffett has a great arts program with varied music instruction. The school has top-notch test scores and a great computer lab. It is too bad someone chose to use this forum to air their obvious personal issue with the principal. There is always the freedom to chose another school in the school district.
—Submitted by a parent
Moffet is a great school. The teachers & staff are wonderful . The only complaint is the principal. Too bad the school has a horrible principal.
—Submitted by a parent
2 of my kids went all the way through Moffet, and I had a 2nd grader. We are unfortunately moving and leaving this school will be hard. They have had great teachers with very appropriate curriculium. The parent involvement is phenominal!! Best in district. It really feels like a family. The large class sizes is not the school's fault, it is the district's poor budgeting planning. But the teachers there manage the class sizes extremely well. Office staff is amazing. We will really miss this school.
—Submitted by a parent
Moffet is a wonderful school where teachers and parents work collaboratively. I love all of the family nights the school puts on every year. I only wish the school would provide free or low-cost before and afterschool care. I think the YMCA is very expensive and there is not enough supervision.
—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.
99 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
99 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.
79 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
80 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.
73 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
75 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.
87 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
85 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% 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
| All Students | 86% |
| Females | 92% |
| Males | 80% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 89% |
| Students with disability | 54% |
| Students with no reported disability | 91% |
| 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 | 87% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 91% |
| Females | 94% |
| Males | 88% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 84% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 93% |
| Students with disability | 54% |
| Students with no reported disability | 97% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 87% |
| 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 | 67% |
| Females | 66% |
| Males | 68% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | n/a |
| Fluent-English proficient and English only | 68% |
| 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) | 44% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 81% |
| Males | 84% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 91% |
| 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 | 96% |
| Females | 94% |
| Males | 98% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 98% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 96% |
| Females | 97% |
| Males | 95% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 98% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 94% |
| Parent education - college graduate | 100% |
| 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
| All Students | 89% |
| Females | 90% |
| Males | 89% |
| 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) | 91% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | n/a |
| 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 | n/a |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 96% |
| Males | 84% |
| 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 | n/a |
| 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 | 90% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 94% |
| Females | 96% |
| Males | 92% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 87% |
| Parent education - college graduate | 100% |
| 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
All students
Female
Male
All students
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
Fluent-English proficient and English only
Gifted and talented
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 | 75% | 28% | ||
| Multiple or No Response | 14% | 3% | ||
| Asian | 6% | 8% | ||
| Hispanic or Latino | 4% | 49% | ||
| African American | 1% | 7% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Filipino | 0% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 3% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 7% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 44% | 85% | ||
| Vietnamese | 28% | 2% | ||
| Japanese | 11% | 0% | ||
| Turkish | 11% | 0% | ||
| Mandarin (Putonghua) | 6% | 1% |
| 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 | 12 | 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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8800 Burlcrest Avenue
Huntington Beach,
CA 92646
Phone: (714) 963-8985
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Huntington Beach, CA
Lamb's Path School
Huntington Beach, 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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