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GreatSchools Rating

Valley View Elementary School

Public | K-6 | 430 students

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 1 rating
2012:
Based on 3 ratings
2011:
No new ratings

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15 reviews of this school


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Posted April 4, 2014

My two kids attend Valley View and love going to school every day. It's a small school with a real community feel to it. The teachers and staff are dedicated to the school. So a couple staff members retired, or moved to different positions in the district, big deal. We also had two of our best teachers return. Not sure about the no librarian comment, there is one there every day. All in all, a great school with lots of parent involvement and a great education for my kids.
—Submitted by a parent


Posted March 11, 2014

There is so much to love about this school. It has a strong parent involvement, and although there are some negative reviews here about the new principal, she is fantastic and really cares about the school and the children. My son comes home and tells me that he sees her often and she knows most of the students by name. The community of parents are great. The PTA is very involved and does some exceptional work for the school. The teachers are kind caring and very supportive of the students (at least that has been my experience with my sons teachers). We love the school and I look forward to my younger children attending
—Submitted by a parent


Posted October 1, 2013

I have been a parent for 6 years and can't wait until my children move on. Seriously thinking about pulling them out. Our principal left no notice given to the students or parents. One day we went for a family walk and there was a banner hanging on the fence. New principal I agree with the last comment she needs to lighten up. Gee.....unapproachable and defensive. Teachers, Parents and Students are the heart of this school. The teacher that left as stated in the other comment happened to be my child's teacher. No notice just the change. Lots of teacher turnover and all of a sudden lots of teachers are retiring even the office help. Our health clerk left no communication. New hires no communication....New faces feels like a strange place to be. Got rid of the librarian so that's a bummer. There are lots of unhappy parents at this school. It's sad because this was a GREAT school.
—Submitted by a parent


Posted October 24, 2012

I have to agree with the 2 previous comments. Curriculum is minimal and not that great. I know public schools teach for the State-mandated exams, not really for the students. I wrote the previous comment about the Admin Assistant. It's actually the office clerks, not teachers, giving worse image to the school. I guess public employees forget that their paycheck comes from taxpayers like us; they totally forget that a little bit, even just a tiny bit of customer service, will help. No, not even customer service but at least a tiny bit of professionalism and politeness would do. I'm glad my daughter is out of the school. New principal has to really look at all these areas to succeed.
—Submitted by a parent


Posted October 8, 2012

Outstanding school w/some potential issues. We've had kids in VV for years. School enrollment is smaller than other schools, which we like. Teachers are dedicated w/heavy parent involvement. Family like environment. Past principal whom most loved was suddenly transferred to another school; probably to turn that one around. New principal is more of an academic type (PHD); very nice but needs to loosen up and improve communication skills. Time will tell. Within first weeks of the school year, one of the best teachers retired suddenly. Not sure if it was for personal or professional reasons. Curriculum is test based and minimum skill competency versus individual student development but that's par for the course for public schools. Creative, gifted, scientific, or artistic kids that tend to have focus issues may struggle since the school has minimum curriculum to work with kids that don't fit standard molds. Extra curriculum programs are fee based; typical for public schools. Glendale school district is great but needs reorganization to reduce top heavy overhead costs so money can be plowed back into programs to help kids deal with emerging technologies. Overall A School.
—Submitted by a parent


Posted August 17, 2012

We had a HORRIFIC experience at this school. My kids went from doing extra work for the love of it at their old school, to doing the absolute minimum so they wouldn't get in trouble for putting too much information on the paper or offering ideas that they weren't sure the teachers would want to hear. Communication was the pits and they were freaked out because they kept seeing kids getting benched for things like talking to eachother during lunch. They loved school before they came here and now they cry in the morninig. We moved them to another school but they are both terrified to start because they feel like failures and the environment at Valley View was so unfriendly and nasty. I really wish I had never exposed them to that school
—Submitted by a parent


Posted October 13, 2010

Valley View is a great school not only because of the great teachers, but a great community of parents supporting the classroom through volunteer programs and after school activities.
—Submitted by a parent


Posted May 26, 2009

Valley View is an excellent school that has high academic expectations and results. It has an involved parent community that supports the learning and social environment. The administration and teachers really know what they are doing. I am so pleased both my children received there education here.
—Submitted by a parent


Posted May 19, 2009

We had a horrible time with this school and the principal in particular. This school probably does fine for most kids, but it is a toxic environment for gifted kids. The principal has a very negative attitude towards the gifted and seems more concerned with how they help her test scores than what is best for the kid. After a year and a half of trying to get some sort of positive environment for our kid, we had to pull out and do homeschool. Since then we have met with other parents who have had a similar experience with other Glendale schools. If your kindergardener can read and loves to learn... be wary of this place, they will turn that around.
—Submitted by a parent


Posted September 5, 2007

I am so impressed with Valley View, both with the teachers and the parents. The school itself is such a positive enviornment. The teachers are outstanding and really take pride in the school and this translates into outstanding testing scores but more importantly really happy kids. There is a tremendous amount of parent particpation and the students are kind and enthusiastic about learning. The school is a smaller school and ethincally diverse. There is great leadership and very postive teachers at Valley View. I could not have asked for a better experience for my kids and I think it is better than anything they would have recieved in private education.
—Submitted by a parent


Posted July 10, 2006

A few years ago, we moved to this area for the public school's accomplished reputation. Little did I know then, we had hit gold. My son finished kindergarten this past year. I could not have chosen a better teacher for him. His first experiences with schooling have been so positive and rewarding, that I feel he will forever view learning as
—Submitted by a parent


Posted September 21, 2005

Fantastic school with great parent/teacher involvement. Far excels over other elementary schools in district.
—Submitted by a parent


Posted December 31, 2004

I really love Valley View. I have a K and 1st grader and both love their teachers and I love the program. The teachers adapt well to the varying needs/abilities of each child. The special education services is also very good (speech, APE)which one my children is involved with. The after school program is also very good. They offer a number of extracurricular activities. The parents are very involved and there is a strong sense of community I like. There is a new principal this year so it is not clear how strong her new leadership is. The prior Principal brought strong teachers to school. Overall, I have no complaints.
—Submitted by a parent


Posted April 16, 2004

It's a great school that is very small and very quiet. (It's almost like a small, private school. My son always feels safe. The teachers are good and are always open to conferences and questions. The PTA and Education Foundation are tops! We are a very good school but I would like us to be great!
—Submitted by a parent


Posted September 30, 2003

A very supportive environment with firm but kind teachers. I am a very happy mother.
—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.

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

937

Change from
2012 to 2013

+12

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

5 / 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 met all student subgroup API targets for 2013

This school's
API score

937

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

+12

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 2011 and Spring 2012. 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)

10 / 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)

5 / 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.

60 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
88%

2011

 
 
83%

2010

 
 
78%
Math

The state average for Math was 65% in 2013.

60 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
78%

2011

 
 
84%

2010

 
 
80%
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.

71 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
68%

2011

 
 
72%

2010

 
 
73%
Math

The state average for Math was 66% in 2013.

71 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
78%

2011

 
 
81%

2010

 
 
79%
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.

61 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
90%

2011

 
 
97%

2010

 
 
80%
Math

The state average for Math was 72% in 2013.

61 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
84%

2011

 
 
95%

2010

 
 
80%
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.

63 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
95%

2011

 
 
80%

2010

 
 
84%
Math

The state average for Math was 65% in 2013.

64 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
93%

2011

 
 
86%

2010

 
 
83%
Science

The state average for Science was 57% in 2013.

64 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
89%

2011

 
 
82%

2010

 
 
83%
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.

50 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
89%

2011

 
 
94%

2010

 
 
95%
Math

The state average for Math was 55% in 2013.

50 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
89%

2011

 
 
99%

2010

 
 
96%
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 Students81%
Females83%
Males81%
African Americann/a
Asian88%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantagedn/a
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability84%
English learner71%
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate89%
Parent education - graduate school/post graduate78%
Parent education - declined to staten/a

Math

All Students81%
Females79%
Males84%
African Americann/a
Asian88%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantagedn/a
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability85%
English learner79%
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate89%
Parent education - graduate school/post graduate83%
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 Students73%
Females69%
Males77%
African Americann/a
Asian64%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged46%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability76%
English learner42%
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate82%
Parent education - graduate school/post graduate76%
Parent education - declined to state71%

Math

All Students83%
Females83%
Males83%
African Americann/a
Asian82%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged62%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability87%
English learner63%
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate86%
Parent education - graduate school/post graduate88%
Parent education - declined to state88%
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 Students92%
Females94%
Males88%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantagedn/a
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only96%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate95%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Math

All Students82%
Females81%
Males84%
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantagedn/a
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate85%
Parent education - graduate school/post graduate88%
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 Students95%
Females91%
Males100%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)97%
Economically disadvantagedn/a
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only98%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate93%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students94%
Females94%
Males94%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantagedn/a
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate96%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Science

All Students85%
Females79%
Males90%
African Americann/a
Asian91%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantagedn/a
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate74%
Parent education - graduate school/post graduate95%
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 Students92%
Females96%
Males89%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantagedn/a
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only96%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate95%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Math

All Students86%
Females83%
Males89%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantagedn/a
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate90%
Parent education - graduate school/post graduate88%
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 State average
White 51% 27%
Asian 36% 11%
Hispanic 10% 51%
Two or more races 2% 3%
Black 1% 7%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 11%N/A54%
Source: NCES, 2010-2011

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4900 Maryland Avenue
La Crescenta, CA 91214
Phone: (818) 241-3111

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