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GreatSchools Rating

Mary P. Henck Intermediate School

Public | 6-8 | 949 students

 

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Last modified
Community Rating

2 stars

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

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12 reviews of this school


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Posted July 25, 2014

We have had 4 children attend MPH. As our first child attended we quickly learned the negativity we had heard was not true. Our oldest was not a strong student and the MPH staff took great care of him and kept us well informed. After all four have now left MPH we highly recommend this school and staff. We found the atmosphere to be positive and caring. We also feel they did a good job challenging our children appropriately and at least one of our four took what she was introduced to in 7th grade science and has gone onto a very high ranking college to work towards her doctorate in that field, and we attribute that to her being challenged and well taken care of by her MPH science teacher.
—Submitted by a parent


Posted March 23, 2014

I had 2 children attend MPH - both felt it was the worst experience. Several teachers were rude & uncaring. Assignments were worksheets that were copied from copies so many times that park of the problems were completely off the page or words were completely unreadable. Favoritism was terrible, bullying, racism & harassment were swept under the carpet time after time. Teachers must be held accountable for their classrooms. The principal & VP must oversee the quality of work & assignments. 3 times in the past month I have had to send graded assignments back to school because the teacher did not update Aeries correctly. Teachers need to stay on top of the Aeries update. That is a tool parents use to monitor childrens work but when it is not updated or is incorrect, what help is that? One teacher asked one child if he was taking any medication (out loud for the entire calls to hear) and then asked if he needed a refill. Unprofessional & unacceptable.
—Submitted by a parent


Posted March 16, 2011

One word for the coffe drinking, chatting, no-working, non-job doing, drama atmosphere of this JOKE of a school.... I will give you a ZERO!!!! A big FAT zero.. Do NOT bring your kids here if your children care about school and grades and a future... no one up on this mountain seems to give a hoot about anything but gossip... and focusing on the kids that cause trouble. JOKE... that's what this place is a JOKE! BEWARE!
—Submitted by a parent


Posted January 24, 2011

I would like to point out the positives first: The teachers seem caring and even stay after school to offer tutoring. My son is happy here for the most part because of his friends and some teachers. The principal seems dedicated to making sure the school and student body are performing at their best and the PTA is working hard to help with fundraising issues. I should mention that automatic calls are always sent out when important information needs to get to parents and parents can check their child's grades online. The only negative thing about this school is that a small number of teachers and staff seem too busy to answer emails or phone calls. I think parents should receive responses when they try to communicate with school personnel. My son's grades are not great, but we've figured out that he just doesn't WANT to do the work and needs to pushed harder by us when it comes to homework and classroom behavior.
—Submitted by a parent


Posted December 14, 2009

MPH continues its downward trend. The principal doesn't seem to worry about the falling test scores and the teachers seem a bit demoralized. After having one child go through MPH we have decided to move next year rather than have child #2 go here. The area is lovely but I'm afraid that the administration can't or won't improve.
—Submitted by a parent


Posted November 4, 2009

MPH is a great school, but it is really tough for both the kids and the school staff. Kids from all the elementary schools merge into this school and now have several classes to attend. It is a huge adjustment for the kids. There are a lot of conflicts and struggles. Kids are trying to figure out where they fit it. The school is always on top of it and notifies the parents regularly. They are doing a great job in what are a very difficult two years.
—Submitted by a parent


Posted March 21, 2006

The counseling system is terrible, and the entire staff in disunity. Some great teachers, but have to work with an adversarial administration. Dress codes are not enforced.
—Submitted by a parent


Posted March 10, 2006

my son was diagnosed with adhd/Bi-polar and in 7th grade of 2004,he had 2 wonderful teachers who were very loving,caring and understanding towards my son.I am sending my regards to say thankyou very much for helping him out.you stood behind us,in getting him into the right classes that he needed,to help him succeed,the update is ,he has done remarkably well now in 9th grade.we know one of you went back to grandview elementary school,and wish you the very best'. Thank you again Thankyou for being a great Teacher! it will be something my son will never forget and carry with him, the knowledge you have taught him through out his years.
—Submitted by a parent


Posted September 26, 2005

mph is great but has a lot of rudeness and it has practically no extra curricular activities
—Submitted by a student


Posted May 8, 2004

When my child attended MPH, it was a very unhappy experience. The teachers are not top of the line, and there seems to be a great deal of frustration on a daily basis among the staff. The principal was not one who seemed to care about the students, and that attitude was prevalent among the teachers. The staff and teachers just seemed unhappy to be there, and it was a huge inconvenience to meet with a parent to try to improve the students' experience. I am glad my child no longer has to go there daily, as it was really depressing to her.
—Submitted by a parent


Posted August 25, 2003

When my son started to attend MPH he was an honor roll student and had been through all of his previous grades. Shortly after he started to attend this school his grades started to drop. The teachers didn't seem to care about what was happening as none of them tried to contact me at any time. Their lunch time aides were rude and uncaring. The field trips and class projects all cost alot of money which some of us could not afford. We were told the children would be graded on some of these class projects. I have two other children and I am hoping that by the time they have to attend Junior High there will be another choice of schools for them to attend.
—Submitted by a parent


Posted April 21, 2003

My daughter almost always had substitute teachers. Many of her teacher's dropped the ball and didn't follow through on plans for class activities. My daughter was harrassed/abused physically and mentally by other students because she is of hispanic origin (but she doesn't even speak spanish!). When we approached the vice principle about this, all we got is a weak apology with the excuse that 'Jr. high is a tough time for kids'.


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

795

Change from
2012 to 2013

-15

API Statewide Rank
(2012)

6 / 10

API Similar Schools Rank (2012)

3 / 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 did not meet its schoolwide API target for 2013.
  • This school has not yet 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

795

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

-15

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)

3 / 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 60% in 2013.

239 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
63%

2011

 
 
63%

2010

 
 
n/a
Math

The state average for Math was 55% in 2013.

240 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
52%

2011

 
 
53%

2010

 
 
n/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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

298 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
65%

2011

 
 
57%

2010

 
 
63%
Math

The state average for Math was 52% in 2013.

296 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
53%

2011

 
 
49%

2010

 
 
53%
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

Algebra I

The state average for Algebra I was 50% in 2013.

105 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
72%

2011

 
 
76%

2010

 
 
72%
English Language Arts

The state average for English Language Arts was 57% in 2013.

291 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
51%

2011

 
 
63%

2010

 
 
61%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

213 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
40%

2011

 
 
46%

2010

 
 
38%
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
84%
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

321 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
44%

2011

 
 
41%

2010

 
 
41%
Science

The state average for Science was 67% in 2013.

308 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
52%

2011

 
 
54%

2010

 
 
57%
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 Students62%
Females67%
Males58%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged50%
Not economically disadvantaged75%
Students with disability22%
Students with no reported disability65%
English learner7%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduate32%
Parent education - high school graduate51%
Parent education - some college (includes AA degree)65%
Parent education - college graduate79%
Parent education - graduate school/post graduate77%
Parent education - declined to state54%

Math

All Students45%
Females42%
Males48%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)48%
Economically disadvantaged32%
Not economically disadvantaged59%
Students with disability32%
Students with no reported disability47%
English learner7%
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduate23%
Parent education - high school graduate42%
Parent education - some college (includes AA degree)43%
Parent education - college graduate52%
Parent education - graduate school/post graduate63%
Parent education - declined to state38%
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

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
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)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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 graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students52%
Females55%
Males49%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged38%
Not economically disadvantaged66%
Students with disability14%
Students with no reported disability54%
English learner12%
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate32%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)51%
Parent education - college graduate64%
Parent education - graduate school/post graduate79%
Parent education - declined to state44%

Math

All Students50%
Females50%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)54%
Economically disadvantaged37%
Not economically disadvantaged63%
Students with disability25%
Students with no reported disability51%
English learner4%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate20%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)53%
Parent education - college graduate60%
Parent education - graduate school/post graduate71%
Parent education - declined to state50%
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

Algebra I

All Students73%
Females69%
Males77%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged63%
Not economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduate63%
Parent education - some college (includes AA degree)70%
Parent education - college graduate73%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

English Language Arts

All Students54%
Females58%
Males49%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)60%
Economically disadvantaged37%
Not economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability54%
English learner11%
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talented87%
Parent education - not a high school graduate28%
Parent education - high school graduate57%
Parent education - some college (includes AA degree)49%
Parent education - college graduate61%
Parent education - graduate school/post graduate78%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students39%
Females39%
Males39%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)44%
Economically disadvantaged35%
Not economically disadvantaged45%
Students with disability19%
Students with no reported disability43%
English learner9%
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate43%
Parent education - high school graduate42%
Parent education - some college (includes AA degree)31%
Parent education - college graduate47%
Parent education - graduate school/post graduate57%
Parent education - declined to staten/a

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
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)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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 graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students46%
Females48%
Males44%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)54%
Economically disadvantaged34%
Not economically disadvantaged57%
Students with disability14%
Students with no reported disability50%
English learner4%
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talented85%
Parent education - not a high school graduate29%
Parent education - high school graduate37%
Parent education - some college (includes AA degree)48%
Parent education - college graduate52%
Parent education - graduate school/post graduate68%
Parent education - declined to state25%

Science

All Students57%
Females54%
Males59%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)66%
Economically disadvantaged40%
Not economically disadvantaged70%
Students with disability19%
Students with no reported disability60%
English learner9%
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduate24%
Parent education - high school graduate59%
Parent education - some college (includes AA degree)57%
Parent education - college graduate62%
Parent education - graduate school/post graduate79%
Parent education - declined to state33%
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
White 62%
Hispanic 29%
Two or more races 6%
Asian 1%
Black 1%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 48%N/AN/A
English language learners 9%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 6%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

Special staff resources available to students Instructional aide(s)/coach(es)
Foreign languages spoken by school staff Spanish
Read more about programs at this school
Source: Provided by a school official.

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Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab

Language learning

Foreign languages spoken by staff
  • Spanish

Health & athletics

Staff resources available to students
  • Instructional aide(s)/coach(es)
School leaders can update this information here.

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School basics

School Leader's name
  • Ken Decroo
Fax number
  • (909) 336-3449

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Individually guided instruction

Resources

Staff resources available to students
  • Instructional aide(s)/coach(es)
Foreign languages spoken by staff
  • Spanish
Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
School facilities
  • Computer lab
School leaders can update this information here.

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730 Rhine Road
Lake Arrowhead, CA 92352
Phone: (909) 336-0360

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