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Teacher quality
Principal leadership
Parent involvement
REALLY upset about this school. The school uses state scores to place children in classes. They do not use their grades. My child was an excellent student with all A's and one B+ my child was sick during testing week but insisted that they had to do the testing, and because of low testing score was placed in lower level classes, the desire to stay interested in keeping academics has gone downhill. My child is now receiving C grades and not on Honor Roll any longer. I have approached the counselor several times just to hear that they will not adjust their policy regardless of the outcome. We are left feeling defeated and are so sad to see how their failure to look out for the students best interest and adjust, is so negatively impacting our children and their desire to learn. There is nothing in place at this school to teach social skills and the kids are left to their own. The school is very un-reactive to bullying and teasing. The staff is very unfriendly and unapproachable. A good majority of the teachers are very nice and do a very good job. There are another batch with a chip on their shoulder and clearly do not belong working with these young kids.
—Submitted by a parent
There are no new ratings because parents do not know what to make of the changes at this school. Administration has changed several times over the last 4 years. My older kids went to school here and had great experience under the leadership of Mr. Sepulveda. Now have kids in this school again and it has completely gone downhill! Less activities for the students, less enforcement of what they show to be their dress code, teachers spend a lot of time disciplining kids instead of teaching my kid. Administration doing nothing to correct the problems, just getting worse.
—Submitted by a parent
Really happy with this school. Great learning environment. I do wish that they were able to firm up activity schedules and not have all these changes so we could prepare our weeks accordingly.
—Submitted by a parent
I'd have to say that after all our 6th grader has gone through, and schools he's been too, Well I would say that the staff really understood where he was coming from, made his so comfortable and just loved and most of all they worked with him with his work and thought of different stratagies of teaching and let him do it in class and also used after schooll time learning and fun. Awesome
—Submitted by a parent
im a student at canyon lake middle school when i moved to lake elsinore i thought oh no here we go again make new freinds a nd hard stuff but not really what i expected i acually learned more here then any ohter schools i went to i never had the grades i have now everyones kind principle and vice princeiple are wonerful teachers help you through everything i love my school its a vey educated school
—Submitted by a student
Very nice and educated school. My child not only learned in class but also outside in social skills
—Submitted by a parent
its cool... its relly fun to the teachers are great and the campus is sorta clean and we do alot of fun stuff ----------__________ this is michael shea in 8th grade that gose to canyon lake middle school :)
—Submitted by a student
i love canyon lake.they are one of the best schools in the district,i attend there now.im in 7th grade and i dont want to graduate middle school from any other school...ever.
—Submitted by a student
I have had some good teachers, but I feel like all students are not treated equal. I do not feel like the school includes everyone, just the 'in' crowd gets represented.
—Submitted by a student
This school has great test scores and is in a very good enviorment
—Submitted by a parent
The school has an elite crowd that they work for. If the student does not automatically 'make' them look good, they will not be acknowledged. Not all children's needs are acknowledged
—Submitted by a parent
canyon lake middle school is a great place for my daughter to learn she even comes home with a great attitude saying mommy guess what I did today!
—Submitted by a parent
Mike Sepulveda was my middle school principal, and I jumped at the opportunity to work with him as a first year teacher. He is an amazing leader, who is just as great a co-educator, as he is a principal. Canyon Lake Middle School is a professional learning community; which means that nobody works in isolation and collaboration is essential. Teachers are fully supported and every opinion, from the custodial staff to teachers, has an equal value. It is a positive environment, where student success is the focus. I was welcomed, supported, and felt that I was a part of something great! My experience at CLMS has shaped my teaching technique, professional principles, and expectations. The leadership, teachers, and site have set thethe one standard that I continue to measure all others against. This school is extraordinary, in every sense of the word!
—Submitted by a teacher
It is such a well being school to be apart of. I'm greatly honered to be there almost everyday. They have fun, like afterschool activities and clubs you could join but they do have discipline also. Very good Mr. Supulveda!
—Submitted by a student
My daughter has imprroved so greatly at this school. I have no complaints, the staff is great and the teaching techniques are vary amazing. Canyon lake middle school is most recominded from me.
—Submitted by a parent
they are very inconsistent. There is no room for helping children. There are great teachers, but look at the turn over.
—Submitted by a parent
Daughter's third year attending. Very good academics and after school programs. The teachers seem to be on the cutting edge of teaching techniques. They do not seem afraid to try new ideas, be it with fancy, expensive gadgets to basic, in your face lessons. I have had nothing but great experiences with the faculty, students and parents at this school. The principal is very involved. I have seem him at every function, on or off campus. He explains his standards before the year and holds to them. One complaint would be the sports programs need to be expanded. Playing only one game does not promote the team experience and lessons. Create teams and have a season, not one tournament. This is the only middle school I have experience with, in the area, but I am very happy with it.
—Submitted by a parent
Hi I have 2 childrean attending Canyon Lake Middle school. The school has an excellent principal and stafff. My children are learning well and the teachers spend quality time with the students. I have had the opportunity to communicate with my childrens teachers as well. I would highly recommend Canyon Lake Middle school to others.
—Submitted by a parent
The teachers seem to be somewhat involved in the kids education. I have noticed that when assignments are submitted they seem to get misplaced at times and the studen needs to redo the lesson or assignment. The standards at the school held by the principal seem very high. I appreciate the dress code policy being upheld and for the most part the kids seem to be very well mannered and the friends my child has seem to be good kids. I would like to see more homework and progression in the class learning. A lot of the work seems to be reiterated from one year to the next.
—Submitted by a parent
I love this School! I went here my 7th and 8th grade year, and I wouldn't change a thing about it. Everyone is great... I love the teachers and miss everyone and everythig about that school.
—Submitted by Elizabeth, a former student
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.
377 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
379 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.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
319 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
314 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.
170 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
380 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.
255 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
423 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
378 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 | 68% |
| Females | 71% |
| Males | 64% |
| African American | 63% |
| Asian | 58% |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 76% |
| Students with disability | 67% |
| Students with no reported disability | 67% |
| English learner | 21% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | n/a |
| All Students | 57% |
| Females | 60% |
| Males | 54% |
| African American | 53% |
| Asian | 58% |
| Filipino | n/a |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 66% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 65% |
| Students with disability | 43% |
| Students with no reported disability | 57% |
| English learner | 15% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 76% |
| 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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 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 | 72% |
| Females | 75% |
| Males | 70% |
| African American | 83% |
| Asian | 92% |
| Filipino | 100% |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 79% |
| Students with disability | 55% |
| Students with no reported disability | 74% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 46% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 61% |
| Females | 61% |
| Males | 61% |
| African American | 66% |
| Asian | 83% |
| Filipino | 100% |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| English learner | n/a |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 37% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 70% |
| 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 | 53% |
| Females | 56% |
| Males | 48% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 52% |
| Students with disability | n/a |
| Students with no reported disability | 53% |
| English learner | n/a |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | 66% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | 58% |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 74% |
| Males | 59% |
| African American | 54% |
| Asian | n/a |
| Filipino | 77% |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | n/a |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 74% |
| Parent education - declined to state | n/a |
| All Students | 36% |
| Females | 44% |
| Males | 28% |
| African American | 35% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 38% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 36% |
| Students with disability | 4% |
| Students with no reported disability | 43% |
| English learner | 8% |
| Fluent-English proficient and English only | 37% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 34% |
| Parent education - college graduate | 42% |
| Parent education - graduate school/post graduate | 45% |
| 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 |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | 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 | 39% |
| Females | 39% |
| Males | 40% |
| African American | 40% |
| Asian | n/a |
| Filipino | 53% |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 41% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 44% |
| Students with disability | 6% |
| Students with no reported disability | 44% |
| English learner | 15% |
| Fluent-English proficient and English only | 40% |
| Migrant education | n/a |
| Gifted and talented | 81% |
| Parent education - not a high school graduate | 12% |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | 49% |
| Parent education - graduate school/post graduate | 50% |
| Parent education - declined to state | n/a |
| All Students | 71% |
| Females | 73% |
| Males | 68% |
| African American | 64% |
| Asian | n/a |
| Filipino | 92% |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | n/a |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 81% |
| 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
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
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 | ||
|---|---|---|---|---|
| White | 51% | 28% | ||
| Hispanic or Latino | 35% | 49% | ||
| African American | 5% | 7% | ||
| Asian | 3% | 8% | ||
| Filipino | 3% | 3% | ||
| Multiple or No Response | 2% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 5% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 30% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 93% | 85% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Khmer (Cambodian) | 2% | 0% | ||
| Russian | 2% | 0% | ||
| Vietnamese | 2% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 8 | N/A | 11 |
| Average years teaching | 10 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 96% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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33005 Canyon Hills Rd.
Lake Elsinore,
CA 92532
Website: Click here
Phone: (951) 244-2123
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