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Teacher quality
Principal leadership
Parent involvement
This school has an amazing staff that are dedicated to educating all students. They know how to teach the extremely gifted student and students with severe learning gaps. They are a National Schools to Watch, A California Distinguished School, and a National AVID demonstration school.
—Submitted by a parent
This school has such dedicated teachers that students can feel the difference between our school and others from the first day they walk on campus. The staff and faculty are like family with one another, all different personalities and backgrounds, but all thoroughly committed to the high standards of International Baccalaureate. No there isn't extra compensation for the extra layers of I.B. work, and the volunteer hours of this staff would blow anyone's mind away. Yes, the test scores are decent, and yes, the school has been recognized as a 'School to Watch' in the state and nationally, a 'Distinguished School', a 'National AVID Demonstration School', but only because of the leadership and respect that exists throughout the facility. Our involved parents love to see the academic society and character building that goes on. The generosity of community service that goes on year round, is seen locally and internationally. The menu of clubs and student activities only function because of the funds raised to support them. Even our landscaping is a community gift of labor, love, and community involvement. The school isn't the magic pill for everyone, as the rigor is tough to maintain. We have problems, but everyone joins in to help find solutions because we want our students to be successful. We want our kids to be life long, curious learners, ready to compete in a technology driven world, and still be well rounded interesting and happy souls.
—Submitted by a teacher
Fabulous school with dedicated faculty and staff that use technology as a tool to get kids the best support of parents and caregivers
—Submitted by a parent
This is a very good shcool. My daughter leans alot and it is in a very good community. I love it!
—Submitted by a parent
The best in the desert! Staff and adminstration serves with the highest desire for excellence. I have one daughter that graduated from John Glenn and one in the program now. We started at private school and moved. The best thing we have ever done for our daughters. These teachers and staff are at the top of their game bar none! Jonell Magnus
—Submitted by a parent
Unbelievable school. I have had one child move through JGMS and another currently enrolled. The education is second to none, and the careing and nurturing environment by the teachers and administration is great. The principal is very level headed and has the best interest of all students at hand. Anyone not happy with JGMS, is missing the boat.
—Submitted by a parent
Excellent, this school rocks. It seems lik a lot of classes, but the day flys by!
—Submitted by a parent
I personally hated attending this school! I had to go to John Glenn all threw out the 3 years, and boy did i have more than a share of bad experiences. The school has a very stressful/ hectic aptmosphere that i do not like. It was almost impossible for my parents to ever get a hold of my teachers! And most of the time i was piled on with homework assignments and projects that i didnt even understand! It was like the teachers just threw all this work at you and expected you to understand it with out them even teaching you how to do it! And in my opinion the class sizes where way too crowded. I really dont recommend this school for anyone.
—Submitted by a student
All of my three kids have gone to John Glenn.My husband and I just absoluty just love how John Glenn teachs the kids. The teachers are amazing and the fact that they have AVID classes makes me just warm up inside... John Glenn is just amazing and I would recommend John Glenn to any student.
—Submitted by a parent
My son is in his second year and we feel that the school is very challenging. Last year the communication between Teacher/Parent was excellent. This year his academy is not as good at informing the parents of the things going on at school. The IB cirriculum requires a foreign language, art/drama/video prod/Int. music. all very intersting but often a lot of extra work on top of the core classes(8 classes instead of the usual 6). Also moe projects then I remember as a a middle schooler. They have an excellent Parent Teacher Organization and they help keep us informed of activities at the school. I do like that the teachers do like parental help in their classrooms.
—Submitted by a parent
My son attended John Glenn, and I found that the faculty was no nonsense. This was great since my son is a GATE student. The atmosphere is conducive to learning, and they ensure that the students are focused and happy.
—Submitted by a parent
I think that John Glenn is a great school. My children have done very well there. The only thing that I do not like is the mandatory history day project which consumes too much class time and also free time, and I feel that the students are just completing it so that the administration can say that each student participated, but there is no individual presentation of the project by the student and some are even displayed on the floor, which I think shows total disrespect for the hard work the kids put in! Also, the parking lot and traffic situation is horrendous, as is the tardy policy where students may wait 15 minutes on line and miss class time rather than get to class one minute late!
—Submitted by a parent
This school has provided my child with an outstanding preparation for high school. The Internaitonal Baccalaurete Program is wonderful. My daughter has been challenged and supported to meet high expectations!
—Submitted by a parent
While the courses were very challenging I felt that my child received excellent preparation for high school. The optional 8th grade project is as tough as any undergraduate college assignment requiring a public presentation.
John Glenn Middle School was new to our family this year. Our kids had attended another Middle School in the area. The difference between the two was amazingly different. JGMS really promoted scholastic acheivement. The kids felt safe there. The teachers were enthusiastic about the cirriculum. The students were excited to be there. The teachers, staff & principal were very responsive to the kids needs & problems. The 9 periods a day is a demanding schedule. The half day Tuesdays re dfficult for parents. The school spirit is very high. The schools's quest for IB Certification is still in it's infancy. They still have bugs to work out. Sometimes we felt too much emphasis was placed on the fluff, and not enough on the nuts & bolts, but in time they will find balance. We are looking forward to another great year John Glenn.
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 63% in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
2012
2011
2010
2009
The state average for Science was 60% 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.
382 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
388 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 Algebra I was 86% in 2012.
41 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
391 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
350 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 Algebra I was 49% in 2012.
201 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
402 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
183 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
41 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
425 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
402 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 | n/a |
| Females | n/a |
| Males | n/a |
| 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 |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| 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 |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| 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 |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| 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 | 63% |
| Females | 68% |
| Males | 59% |
| African American | 70% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | 0% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 44% |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | n/a |
| All Students | 56% |
| Females | 57% |
| Males | 54% |
| African American | 66% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 69% |
| Students with disability | 20% |
| Students with no reported disability | 58% |
| English learner | 4% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 73% |
| 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 | 100% |
| Females | 100% |
| Males | 100% |
| African American | 100% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 100% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 100% |
| Non-economically disadvantaged | 100% |
| Students with no reported disability | 100% |
| English learner | n/a |
| Fluent-English proficient and English only | 100% |
| 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) | n/a |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 78% |
| Males | 72% |
| African American | 88% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | 8% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 76% |
| Males | 77% |
| African American | 90% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | 38% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 59% |
| Parent education - high school graduate | 66% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 89% |
| 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 | 70% |
| Females | 72% |
| Males | 68% |
| African American | 69% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 66% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | n/a |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | 82% |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | 76% |
| Parent education - declined to state | n/a |
| All Students | 71% |
| Females | 71% |
| Males | 71% |
| African American | 77% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | 7% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 65% |
| Males | 68% |
| African American | 71% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 73% |
| Students with disability | 29% |
| Students with no reported disability | 73% |
| English learner | 39% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 56% |
| Parent education - high school graduate | 51% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | n/a |
| All Students | 93% |
| Females | 95% |
| Males | 90% |
| African American | 93% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 92% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 100% |
| Non-economically disadvantaged | 90% |
| Students with no reported disability | 93% |
| Fluent-English proficient and English only | 93% |
| Gifted and talented | 97% |
| 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 | 93% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 64% |
| Females | 57% |
| Males | 73% |
| African American | 75% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 73% |
| Students with disability | 11% |
| Students with no reported disability | 68% |
| English learner | 0% |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 74% |
| Males | 88% |
| African American | 88% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | 21% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 73% |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 90% |
| 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 6
Grade 7
Grade 8
All students
Female
Male
All students
African American
Hispanic or Latino
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
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 | ||
|---|---|---|---|---|
| Hispanic or Latino | 53% | 49% | ||
| White | 38% | 28% | ||
| Multiple or No Response | 3% | 3% | ||
| African American | 2% | 7% | ||
| Asian | 2% | 8% | ||
| Filipino | 1% | 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 | 40% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 93% | 85% | ||
| Punjabi | 4% | 1% | ||
| Chaozhou (Chiuchow) | 1% | 0% | ||
| Japanese | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 34 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | 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 | 6% | N/A | 2% |
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79-655 Miles Avenue
Indio,
CA 92201
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Phone: (760) 200-3700
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