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GreatSchools Rating

Indian Hills Elementary School

Public | K-6 | 647 students

 

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Last modified
Community Rating

3 stars

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

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Parent involvement

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18 reviews of this school


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Posted May 12, 2014

My son had a great time while he attended Kinder and a small portion of 1st grade. He loved his Kindergarten teacher. (2013/14) The new principal is very involved with the kids. Too bad my son had to change schools.
—Submitted by a parent


Posted January 10, 2013

This school is a disgrace to even the poorest of education systems. The support staff/office staff are rude and seem to have entitlement issues. The turnover in principals reflects the lack of organization and attention this school receives from the district. I have taken 1 child out of this school who excelled in another district and I will be removing my younger son later this year. I would be providing my children a disservice as a parent to expect an adequate education from this establishment.
—Submitted by a parent


Posted December 19, 2012

I have two children enrolled in this school. I read the sour ratings some parents posted here, so I decided to do some investigating myself. The front office staff is very sweet and polite. The have a hectic schedule to maintain, besides assisting every person that walks in the front door! They get it done though. The lunches are pretty much balanced, so long as our children make the choice to add a salad to their tray. Making good choices starts at home! The Teacher's are fabulous, I must confess, I have some favorites! The PTA and Booster Club are 95% parent volunteer organized, they are great people and always put their best forward at every event. The security and safety staff are very stable and sound people. They really care about the children's safety and go out of their way to keep harmony among the children during recess and other daily activities. I haven't met any disgruntled parents yet, but for those who are... I recommend being a part of the solution and not the problem.
—Submitted by a parent


Posted September 20, 2012

This school is awful. Thank The Gods I have no kids enrolled in this school any more. My 2 oldest kids attended this school. Very disorganize always, never had a stable principal, as far I know they have no principal. The office staff are so lazy and unprofessional it hurts for them to get up their butts maybe that is why they are overweight and ugly.. To be fair some of the teachers do try very hard, but their is only so much they can do so many kids in one class jeez.. Don't enroll your kids in this shool if you stay at home I recommend K-12 charters school. The best and if you have toddler Montessory school..
—Submitted by a parent


Posted June 5, 2009

My son is two grades above average in reading. When I was told that they don't have time to teach him and that I should continue working with him at home, I knew he could no longer attend this school.
—Submitted by a parent


Posted September 29, 2008

My girls are currently in Kindergarten and they just absolutely love their school and their teachers. I am very happy that they are attending Indian Hills Elementary and do appreciate all the help and support of the staff - most especially the teachers in Classroom #1
—Submitted by a parent


Posted April 6, 2008

My son is in second grade at Indian Hills, and he's doing very well. Overall, this is a good school. The lunches they serve here, however, are absolutely unacceptable. There is nothing healthy in the lunches. This really needs to change.
—Submitted by a parent


Posted March 20, 2008

I agree with the parent who posted yesterday; my experience has been less than favorable. I have a 2nd grader at Indian Hills and I feel the staff can be very unprofessional and unhelpful. Most other schools in the area have some sort of after school prgrams going on and Indian Hills has nothing: academic, recreational or after-school care. The activities they do have are generally very poorly planned. My daughter is doing well academically, but that's based mostly on natural ability. I don't feel the school is doing anything extraordinary to encourage or enhance her abilities.
—Submitted by a parent


Posted March 19, 2008

My Daughter and Son have both been to Indian Hills Elementary School and we were all unhappy with this school. The staff is poor, and so is the saftey and rules of the school.
—Submitted by a parent


Posted March 14, 2008

My children are in Kindergarten and Third grade at Indian Hills. This is their first year there. Since we have had to move around quite a bit, this is my Third graders 4th school since Kindergarten. Both my son and daughter are excelling wonderfully. In one semester my son (3rd grade) went from basic and below basic grades to above average in 3 of the 5 subjects graded on and not one below basic mark. Nor do I get phone calls or notes that he has been miss-behaving. I think this has a lot to do with the fact that the average class size is about 19 students instead of 30 per class like the previous schools he attended. His teacher seems to truely care about his education and it shows in his school work and his additude toward school all together.
—Submitted by a parent


Posted August 20, 2007

The administrative staff is poor, also is the communication in all directions. I am satisfied with the teachers and methods of teaching, it appears they do a good job in that capacity, however for the past two years I've had little notice of several events which I would have liked like to participate in.
—Submitted by a parent


Posted August 5, 2005

This school has a lack of music and art activities. I was told it is due to the increase in academic demands. The lunches at this school are disgusting. Nothing healthy. There are companies that contract to schools and provide a much healthier lunch. Do not let your kids eat the school lunch!
—Submitted by a parent


Posted June 7, 2005

My daughter has attended Indian Hills since Kindergarten. I love this school and appreciate the encouragement the entire staff gives the student body.
—Submitted by a parent


Posted May 4, 2004

My two children attend Indian Hills, it's my son's 4th year and daughter 2nd. Great school, the teachers have been very good so far and we are looking for a new great year next year.
—Submitted by a parent


Posted March 25, 2004

OK, I am not a parent but I did attend Indian Hills and have now graduated from high school. I believe that Indian Hills is an awesome elementary school that prepared me well for middle school and high school. The GATE program was a good opportunity for me and I loved all of my teachers.
—Submitted by a former student


Posted September 9, 2003

I have two children who have attended Indian Hills School. They have both received a good education there and, overall, we have had few problems. No school is perfect and no teacher is perfect, but I have found this school to be a good one!
—Submitted by a parent


Posted August 1, 2003

My son has really enjoyed Kindergarten and first grade at Indian Hills. His teachers have been excellent and have listened to any concerns or comments I have had about his education. I am looking forward to his second grade year and next year when my daughter will attend also.
—Submitted by a parent


Posted June 23, 2003

My son attended this school K thru 6th. It's basically a good school, but no motivation or reward for high achievers. The school lunches are horrible.


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

821

Change from
2012 to 2013

-8

API Statewide Rank
(2012)

6 / 10

API Similar Schools Rank (2012)

8 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2013

This school's
API score

821

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

-8

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

6 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

8 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 56% in 2013.

97 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
59%

2011

 
 
46%

2010

 
 
48%
Math

The state average for Math was 65% in 2013.

97 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
72%

2011

 
 
52%

2010

 
 
56%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

78 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
39%

2011

 
 
35%

2010

 
 
38%
Math

The state average for Math was 66% in 2013.

79 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
72%

2011

 
 
69%

2010

 
 
71%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

86 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
70%

2011

 
 
59%

2010

 
 
66%
Math

The state average for Math was 72% in 2013.

86 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
89%

2011

 
 
72%

2010

 
 
75%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

82 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
58%

2011

 
 
55%

2010

 
 
60%
Math

The state average for Math was 65% in 2013.

86 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
79%

2011

 
 
59%

2010

 
 
54%
Science

The state average for Science was 57% in 2013.

82 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
52%

2011

 
 
64%

2010

 
 
62%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

89 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
59%

2011

 
 
49%

2010

 
 
66%
Math

The state average for Math was 55% in 2013.

88 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
69%

2011

 
 
53%

2010

 
 
64%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

All Students63%
Females65%
Males60%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged55%
Not economically disadvantaged87%
Students with disability15%
Students with no reported disability70%
English learner54%
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate59%
Parent education - some college (includes AA degree)59%
Parent education - college graduate76%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students68%
Females69%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged64%
Not economically disadvantaged83%
Students with disability23%
Students with no reported disability75%
English learner61%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate57%
Parent education - some college (includes AA degree)71%
Parent education - college graduate86%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students45%
Females46%
Males43%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)53%
Economically disadvantaged38%
Not economically disadvantaged60%
Students with disabilityn/a
Students with no reported disability44%
English learner0%
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate26%
Parent education - some college (includes AA degree)40%
Parent education - college graduate78%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students74%
Females76%
Males74%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged69%
Not economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability79%
English learner58%
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate71%
Parent education - some college (includes AA degree)67%
Parent education - college graduate83%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students53%
Females64%
Males43%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged45%
Not economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability53%
English learner24%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate40%
Parent education - some college (includes AA degree)78%
Parent education - college graduate67%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students82%
Females79%
Males84%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino80%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged77%
Not economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability79%
English learner64%
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate77%
Parent education - some college (includes AA degree)91%
Parent education - college graduate87%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students66%
Females74%
Males58%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged62%
Not economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability65%
English learner13%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate64%
Parent education - some college (includes AA degree)59%
Parent education - college graduate82%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students78%
Females83%
Males73%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged76%
Not economically disadvantaged83%
Students with disability83%
Students with no reported disability77%
English learner59%
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate79%
Parent education - some college (includes AA degree)75%
Parent education - college graduate73%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students60%
Females64%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged55%
Not economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability58%
English learner20%
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate59%
Parent education - some college (includes AA degree)53%
Parent education - college graduate73%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students55%
Females59%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged49%
Not economically disadvantaged67%
Students with disability67%
Students with no reported disability53%
English learner14%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate57%
Parent education - high school graduate46%
Parent education - some college (includes AA degree)68%
Parent education - college graduate46%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students67%
Females63%
Males72%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged62%
Not economically disadvantaged77%
Students with disability73%
Students with no reported disability66%
English learner36%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate69%
Parent education - high school graduate57%
Parent education - some college (includes AA degree)84%
Parent education - college graduate54%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
Hispanic 65%
White 23%
Asian 4%
Black 3%
Two or more races 2%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 67%N/AN/A
English language learners 25%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 4%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • Victoria Jobe
Fax number
  • (951) 681-4742

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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7750 Linares Avenue
Jurupa Valley, CA 92509
Phone: (951) 360-2724

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