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Teacher quality
Principal leadership
Parent involvement
I have two children currently attending the Intensive Learning Center. Overall, I believe that the ILC is a very good school. Most of the teachers are doing their personal best to balance the INSANE amount of demands that continue to be heaped on to their plates. Though most of their note- worthy programs have been eliminated, the school still tries to provide a fair amount of extra curricular activities for their students. The principal is new and has made quite a few unpopular changes. The school P.T.A. 's commitment to the student body is noteworthy. I feel ALL ILC students have benefitted from the love, dedication, and hard work of their PTA.
—Submitted by a parent
ILC is a wonderful school...this review is only about the principle. As a parent I have loved every teacher my son and daughter has gotten...I cannot say the same for the principle. She is tearing this school apart...she does not support her staff and the only time she is willing to do anything is when a parent threatens to go to district so she doesnt look bad. She is all about appearances do not be fooled! I fear for the future of ILC if she continues to be principle...If you have the same concerns that I do please let district know!
—Submitted by a parent
ILC is a great school. My son has been attending ILC since the 3rd grade and is now in the 5th grade. The staff is excellent and so is the PTA. The children really focus on learning and they have lots of Love and Respect for the school and staff. ILC offers many programs and always finds ways to have Fundraisers in order to plan many fun and exciting field trips for the students to enjoy. My son loves his school and I know i made the right choice by enrolling him in this school.
—Submitted by a parent
The ILC is a great school teachers and parents have high expectations. Their API scores are high (896) considerering all the different socioeconomic levels that attend this school. The demographics of the school are diverse. The campus and classrooms are neat and clean. Uniforms are mandatory which saves parents money in the long run. All teachers are fully credentialed and most teachers have a Master's Degree.
—Submitted by a parent
In response to the parent that states '5, 7, and 9 year olds to begave like little soldiers for 8 hours straight...., I work at a high school, the lack of respect that high school students show their teachers is sad. Maybe if they had been taught some disipline in elementary maybe they'd show respect now. My child attends the I. L, C. and never once have I seen him treated like a soldier, not does he every complain about the disipline at the school.
—Submitted by a parent
it's a same that they are cutting hours and teachers when everybody needs more education on difficult times when we have one of the worst economic crisis in the last 50 years.
—Submitted by a parent
Excellent school! My son transferred into the third grade at this school from a private school and I can honestly say that it is comparable to the quality of education and discipline they get from a private school. I love that they have all of the extras that regular public schools no longer have...such music programs, technology, and best of all Spanish. The AR reading program is awesome because it encourages kids to spend time reading. My son didn't like reading unless it was absolutely necessary (homework). I now find him picking up books just because and even asks me to buy him certain books that he read as part of the AR program that he enjoyed. The discipline is super strict, but definitely necessary. It teaches children that there are consequences to their actions and misbehaving is not tolerated.
—Submitted by a parent
I have two children who attend the ILC. My husband and I first started out really liking this school, but then year after year we kept getting dissapointed. It really depends on the teacher you get. I dont like the fact that there are 33 kids in my sons 4th grade class. When my son left 3rd his text scores were above average. There is no time to stop a child who needs help because there are to many kids in a class. My son this year is really struggling with the 3 hours of homework he receives on a daily basis. He is only in 4th grade and he spends more time on homework than high school kids. The old principal was very rude, the principle this year seems to be on a power trip. For the school to be so diversed they need to think about diversifiying the teachers!
—Submitted by a parent
The I.L.C. is the most wonderful school community there is. All the teachers are great facilitators of learning and care deeply about the students. No other school offers as much as the I.L.C.!
—Submitted by a parent
I love their hours 8 - 4. I love how they work hard to teach our students.
—Submitted by a parent
The teachers here go far and beyond their duty to make sure our kids are understanding the subjects. The whole school is very concerned and involved in the kids learning.
—Submitted by a parent
ILC is the next best thing to private school. The kids are focused on learning thanks to the uniform policy, and they are challenged with their core subjects as well as taking specialized classes in Spanish, Science (with a real lab), Computer Lab (each kid has a computer). In 4th grade they can focus on a arts (music, vocal or drama).
—Submitted by a parent
Currently, I have two children attending ILC. I have a third child who will be entering kindergarten in the fall. I am pleased with the school and the quality of the academic program. I have loved my children's teachers. As mentioned by another parent, Mrs. Hart was absolutely phenomenal. I wish she could teach all of my children. In closing, I'm very happy my children are able to receive a high quality rigorous education in a culturally diverse setting.
—Submitted by a parent
i.l.c is great school!! and i love Mrs. Chupp i wish i want to send my little one to Mr.s Chupp's class. ^.^ One thing i really uncomfortable w/ office staffs. they only kind w/ who speak english very well. if someone like me, during the conversation when i lost the word or hard to express my opion (but try very hard) they so rude and sigh in fornt of my face. the school and teachers are awesome i can tell you that!!
—Submitted by a parent
i.l.c is great school!! and i love Mrs. Chupp i wish i want to send my little one to Mr.s Chupp's class. ^.^ One thing i really uncomfortable w/ office staffs. they only kind w/ who speak english very well. if someone like me, during the conversation when i lost the word or hard to express my opion (but try very hard) they so rude and sigh in fornt of my face. the school and teachers are awesome i can tell you that!!
—Submitted by a parent
i.l.c is a great school they give more time to help your future and life.
—Submitted by a student
We left a private school because we heard about Mrs. Hart's class. She made education something pleasurable, instead of a dreadful ordeal by letting our son spread his wings and showed him the best way to fly.Our son Matthew Ignacio will graduate this summer from Cerritos College at age 14. We owe his success to Mrs. Hart. She deserves to be honored in Who s Who Among America s Teachers
—Submitted by a parent
Excellent school that stresses learning for the sake of learning and not for getting high Standardized Test scores. one son is going into 5th grade and the other son is going into 1st. PE, music, Spanish, science and reading are the extras covered at this school. They also go on 2-3 field trips every year. Greta school!
—Submitted by a parent
I went to this school for 7 years and there was never a moment when I was unhappy with it. This is a great school for smart kids, but if you have a child who struggles with learning they might have a hard time at this school. We have an AR program for reading and specialist where kids get to learn Spanish, Technology, PE and Science. I was very proud to go to this school, which has the highest attendance rate in the district, and the most diverse ethnic backgrounds. It has a very safe environment and a lot of great teachers. We also have uniform, which isn't very strict, and a lot of fun extra-curricular activities.
—Submitted by a student
My sons attend this school. It's been a great school in academics. I had my sons in private school but I was not happy until I found this school.
—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.
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 58% in 2012.
77 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
77 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 English Language Arts was 48% in 2012.
78 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
78 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 English Language Arts was 67% in 2012.
93 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
93 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 English Language Arts was 63% in 2012.
82 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
82 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
82 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 English Language Arts was 59% in 2012.
91 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
91 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 | 65% |
| Females | 78% |
| Males | 54% |
| African American | 55% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | 80% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 81% |
| Males | 71% |
| African American | 75% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | 60% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 82% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 85% |
| 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 | 62% |
| Females | 64% |
| Males | 62% |
| African American | 45% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 66% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | 62% |
| Fluent-English proficient and English only | 63% |
| 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) | 59% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 87% |
| Males | 82% |
| African American | 73% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 80% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | 92% |
| Fluent-English proficient and English only | 83% |
| 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) | 72% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 100% |
| 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 | 80% |
| Females | 80% |
| Males | 79% |
| African American | 87% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | 55% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 75% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 62% |
| Females | 59% |
| Males | 63% |
| African American | 67% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 46% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | 55% |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| 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 | 74% |
| Parent education - graduate school/post graduate | 72% |
| 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 | 80% |
| Females | 79% |
| Males | 82% |
| African American | 83% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 88% |
| Males | 92% |
| African American | 92% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 88% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 85% |
| Parent education - some college (includes AA degree) | 88% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 81% |
| Males | 85% |
| African American | 83% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 88% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 88% |
| 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 | 83% |
| Females | 89% |
| Males | 76% |
| African American | 67% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 84% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 100% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 78% |
| Males | 60% |
| African American | 50% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | n/a |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 83% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 69% |
| 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 2
Grade 3
Grade 4
Grade 5
Grade 6
All students
Female
Male
All students
African American
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic | 46% | 51% | ||
| Black | 18% | 7% | ||
| White | 17% | 27% | ||
| Asian | 14% | 11% | ||
| Two or more races | 4% | 3% | ||
| American Indian/Alaska Native | 0% | 1% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 45% | N/A | 54% |
| English language learners 2 | 13% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 59% | 85% | ||
| Korean | 16% | 1% | ||
| All other non-English languages | 4% | 1% | ||
| Thai | 4% | 0% | ||
| Vietnamese | 4% | 2% | ||
| Filipino (Pilipino or Tagalog) | 3% | 1% | ||
| Mandarin (Putonghua) | 3% | 1% | ||
| Khmer (Cambodian) | 2% | 0% | ||
| Arabic | 1% | 1% | ||
| Japanese | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 23 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |


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4718 East Michelson Street
Lakewood,
CA 90712
Phone: (562) 633-6492
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Captain Raymond Collins School
Long Beach, CA
Holmes Elementary School
Lakewood, CA
Gompers K-8
Lakewood, CA
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