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Teacher quality
Principal leadership
Parent involvement
Sundown has been great, my two children love it there .They look forward to school. Every teacher has been awesome, my daughter is now in 4th and my son is in 2nd grade.
—Submitted by a parent
I am shocked at the comment that the new principal is rude and difficult to deal with. My grandson attended Sundown last year (2010/2011) in Kindergarten. He was having a significant amount of behavioral problems and the teacher and principal took an extreme amount of interest in his behavior and education. They were extremely understanding and supportive of our interest and we worked cooperatively to enhance his education and help control his behavior. He has since gone to live with his father and been diagnosed with ADHD. He is continuing to have behavioral problms despite the medication. The current teacher, principal and school are not nearly as understanding nor cooperative. I believe Sundown deserves a 5 star rating based on th cooperation and understanding we received.
I noticed the previous complaints about the office staff being rude. I have experienced this over the 4 years that my children have been there but I must say that I have seen a great improvement. As parents we have a voice and a call or letter to the district office does not get ignored. Due to school traffic the bus for after school transportation has been a huge relief. It drops off three blocks from our house and they do not have to take it in the morning to be able to ride it home. I am confident my children are getting one of the best educations possible.
—Submitted by a parent
I have had nothing but wonderful experiences at Sundown. My daughter has only been there for a month, but she can't say enough about how wonderful her teacher is. She is learning so much more than I ever expected. I communicate with her teacher on a daily basis and she is always up front and honest, good or bad. As far as the comment that a grandparent made regarding the mohawk, they are extremely distracting to students who often have a hard enough time concentrating in the first place. I'm sure if he had a haircut that reflected his heritage since the first day of school, and it was explained to the principal the reason for the dress code violation, she would be more than understanding. If a child is only four and is unable to follow the directions of the adults, maybe he is too young to begin a public kindergarten. The kindergarten students are kept separated in a single yard with direct supervision, and many four year old children aren't ready for that type of environment. I love Sundown and am proud to send my child there!
—Submitted by a parent
It seems to me alot of people agree the office staff is rude. The kindergarten teacher my grandson has is also rude. My grandson was lost the first week of school he is only four his parents received no calls no apoligies. There reply was we found him. The first or second day she also told my daughter that my grandson was very immature. How do you know that the first or second day. Among other remarks she has made my daughter got a call from the principle and said she has to cut his mohawk or he cannot return to school. I find that amazing they would take the time to call about his hair but not about the fact he was lost. What about all the other kids that have mohawks or different haircuts? He is part indian this is his heritage. Why dont they concern themselves with all the kids that are cruel to kids at that school and not about a four year olds haircut. My tax dollars at work!!!! I am sure there are kids that go to that school that there parents dont pay any taxes so focus somewhere else.
I love that the principal knows each chld, and recognizes parents. My kindergartener is definitely challenged this year!! The curriculum and teachers are very helpful and competent. I think my only complaints would be the quality of lunches (made at the district office), and huge class sizes (32 in Kindergarten class with one teacher=sad :( ). Those are state and district issues...... Love Sundown! :)
—Submitted by a parent
I really like Sundown this is my son's second year there. The only problem is that I do not think that the curriculum for kindergarten was challenging enough for the children, but other than that I really love the school..The parking police are brutal.
—Submitted by a parent
I was amazed how my child's education went up and every day she loved going to Sundown : thank you Sundown!
—Submitted by a parent
I agree that the staff at Sundown seem to have an unpleasant attitude. Especially the new principal. Don't really have much good to say about the school, most teachers are nice, the kindergarden teachers need more training on how to deal with students new to a stuctured enviornment, teachers and principals need to learn that school should be a fun learning enviornment, not boot camp!
—Submitted by a parent
I am rateing sundown as a five star elementary school. I am so happy that i feel secured with my kindergarten girl being there.
—Submitted by a parent
I loved sundown when my daughter went there. The staff and teachers were all so nice and m daughter thrived in the caring enviroment. Like most schools all over traffic is busy after and before school but I wont hold that against the school or staff. I give sundown 5 stars!
—Submitted by a parent
I think that Sundown is a pretty good school. I was going to rate it at 5 stars because my son's teacher is absolutely awesome. A huge turnoff for me is the poor attitude from the staff in the front office. I hate going in there because they are often quite rude and short with me. Also, good luck if you're picking your child up after school. The traffic is a nightmare and there is no place to park.
—Submitted by a parent
My son has been at Sundown since 1st grade and is in 5th grade now. It use to be one of the top elementary schools. I was extremely happy with Sundown until this year. I'm shocked at the communication level with his teacher. I still after 3 weeks of phone messages, emails, and notes sent to her have not yet recieved a response on a simple question. My son seems so dis-organized and has lack of interest in learning. He has always been a near straight A student and I can't even get an update on how he is doing. He's also been getting bullied by classmates which never happened before and even came home saying '(this kid's) gang...!! He can't even eat lunch without kids trying to take it from him. I'm extremely disappointed with Sundown. Before I never worried for his safty now I do!
—Submitted by a parent
My Son was diagnosed with ADHD, and was put on medication, with behavioral problems still happening while medicated. Almost getting him expelled from his kindergarten class in a School San Fernando Valley. He was then sent to live me (Dad) in the middle of the year, he was enrolled in Sundown and was also taken off the ADHD meds. Due to issues at his prior school he was put in a Special Ed. class. With the help of wonderful staff at Sundown, he was showing major improvement and was able to earn his way back in to a General Education class within 30 days! The first month at Sundown he shown a 70% behavioral improvement with out medication. He has continued to show improvement. Staff members and I are still working together( 1st grade) to make my Son grow up to be a Successful! THANK YOU SUNDOWN!
—Submitted by a parent
This School is One of the best schools in Quartz Hill, California Probley the Whole Los Angeles Area I am so happy with my sons teacher Mrs. Morreale. She is so fun. and helps my child out with anything he needs extra help with we love Mrs. Morreale
—Submitted by a parent
I am a parent of two students attending Sundown. This is an excellent school. I am very impressed with the school district's selection of teachers. I am convinced that the teachers of Sundown are of the highest quality. My children are held to high academic standards and are making excellent academic growth. I have never had a concern for my children's safety while at school. The administration enforces appropriate security measures to ensure a peaceful campus. The school offers several academic interventions for students in need and have met the individual needs of my students in any way necessary. I believe that the staff truly cares about each and every child. I am proud to have my children attend Sundown Elementary.
—Submitted by a parent
I agree that the school is over crowded. They keep adding YMCA bungalows. The only good thing about this school is there's a lot of parent volunteer. The school needs teachers that are competent.
The school is over crowto ded and not academically challenging for students that wants to learn more. The school needs teachers that love/knows to teach and care about their students.
—Submitted by a parent
I am VERY concerned about the numbers of students per classroom. Homes have been built right up to the front door and it is unfair that our kids who have lived in the area for 8+ yrs have to suffer because of real estate greed! Sundown does NOT rate well in academics contrary to some of the reviews I read on here.
—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.
160 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
160 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.
164 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
165 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.
149 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
150 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.
146 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
147 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
146 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.
166 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
166 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 | 71% |
| Females | 69% |
| Males | 73% |
| African American | 52% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 75% |
| Students with disability | 43% |
| Students with no reported disability | 74% |
| English learner | 71% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 74% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 74% |
| Males | 85% |
| African American | 52% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 85% |
| Students with disability | 57% |
| Students with no reported disability | 82% |
| English learner | 71% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 74% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 91% |
| 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 | 50% |
| Females | 55% |
| Males | 45% |
| African American | 32% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 56% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 60% |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | 21% |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | 65% |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 80% |
| Males | 76% |
| African American | 61% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | 62% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 78% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 87% |
| 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 | 76% |
| Females | 79% |
| Males | 73% |
| African American | 74% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | 58% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 88% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | 73% |
| All Students | 74% |
| Females | 76% |
| Males | 72% |
| African American | 67% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | 75% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 74% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | 73% |
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 | 57% |
| Females | 70% |
| Males | 47% |
| African American | 46% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 66% |
| Students with disability | n/a |
| Students with no reported disability | 58% |
| English learner | n/a |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | 36% |
| All Students | 47% |
| Females | 51% |
| Males | 45% |
| African American | 25% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 53% |
| Students with disability | n/a |
| Students with no reported disability | 47% |
| English learner | n/a |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 48% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | 29% |
| All Students | 55% |
| Females | 57% |
| Males | 53% |
| African American | 38% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 66% |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | n/a |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 63% |
| Parent education - declined to state | 29% |
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 | 58% |
| Females | 64% |
| Males | 51% |
| African American | 60% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| 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 | 50% |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | n/a |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 70% |
| Parent education - declined to state | 52% |
| All Students | 51% |
| Females | 54% |
| Males | 48% |
| African American | 47% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 59% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 57% |
| Students with disability | n/a |
| Students with no reported disability | 51% |
| English learner | n/a |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 59% |
| Parent education - declined to state | 40% |
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 disability
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
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 36% | 28% | ||
| Hispanic or Latino | 35% | 49% | ||
| African American | 19% | 7% | ||
| Asian | 3% | 8% | ||
| Filipino | 3% | 3% | ||
| Multiple or No Response | 3% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 9% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 42% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 83% | 85% | ||
| Filipino (Pilipino or Tagalog) | 4% | 1% | ||
| Korean | 3% | 1% | ||
| All other non-English languages | 1% | 1% | ||
| Arabic | 1% | 1% | ||
| Armenian | 1% | 1% | ||
| Farsi (Persian) | 1% | 0% | ||
| Hindi | 1% | 0% | ||
| Indonesian | 1% | 0% | ||
| Khmer (Cambodian) | 1% | 0% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Turkish | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 29 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 93% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| School Leader's name |
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| Special schedule |
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6151 West Avenue J-8
Lancaster,
CA 93536
Phone: (661) 722-3026
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