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Teacher quality
Principal leadership
Parent involvement
This school should have been shut down when they closed a Marina elementary school. There is zero leadership and in the 6 years my oldest grandson attended he had ONE great teacher. They allow classrooms to be run by abusive, inadequate substitutes for months at a time and there is no continuity. The teacher my youngest grandson had last year was a nightmare- played favorites and created a sense of horrible self esteem to those she didn't care for- which was more than half the class. She had a "seat of shame" and these were second graders. We shared with the school a professional psychiatric evaluation which found that the child she was attempting to label with learning disabilities was in fact suffering from "deep seated anxiety" caused by the TEACHER. Yet she is back and now has the Kindergarten class. Personal information about students is freely shared with other parents and even people on the contact list just picking up a child. This was repeatedly reported and empty promises led to the youngest being pulled out and moved to a better school. Other parents have complained yet it is ignored because mediocrity is the standard at this horrible school. It should be closed down.
—Submitted by a parent
I attended the Holiday Concert this evening to see the children sing. I did not see the children due to numerous parents standing in the front and middle aisle. I am disgusted with the behavior of a number of parents at JCCrumpton. Between standing in front of others, talking during the concert and walking around it was a terrible situation. The children sat on the floor in the middle of a group of parents struggling to find a seat. Someone stepped on my granddaughter s hand and she was crying when I could get to her. This is a repeat of the spring concert last year, when the parents trampled some of the kindergarteners to get pictures of their own. The principal and staff did nothing to control the crowd.
—Submitted by a parent
I do not have major complaints about the education. I do think they can assign more homework. My child is in 4th grade. The teachers and staff, however, are great! That is why we love JC Crumpton.
—Submitted by a parent
Crumpton is al about the kids and work hard with what they are given. The students, parents and teachers have great rapport with each other and are working toward the same goals. Getting a great education for the children. We have a great staff, especially our Principal and secretary. If you must attend this school get ready to be very happy there.
—Submitted by a parent
Both of my children attend J.C Crumpton, they feel safe and get along with everyone. The staff is fabulous! I'm very glad to see that it's still the same from when I attended at J.C Crumpton. I would highly recommend J.C Crumpton to anyone who is new to the area with children in elementary school.
—Submitted by a parent
Two of my children have attended Crumpton since kindergarten thru 5th and one is still attending for 2 more years. The quality of their education has been outstanding. Teachers are dedicated and work many hours to prepare their lessons. This is one school who still attends science camp, who celebrate Multicultural day and have a wonderful Promotion Ceremony for their 5th graders. The parent involvment in the school is very low but the small amount of parents who are involved seem to bring many great things to the school. Some examples are the educational field trips, and assmeblies. Marina City has many programs. If your looking for sports Crumpton does not offer these but the city does and at a low price.
—Submitted by a parent
My child has been at JC Crumpont for his first year of public school and has enjoyed everyday. His teacher has been wonderful. My child has been showing progresss since day one.
—Submitted by a parent
My child is very happy at J.C. Crumpton. The school atmosphere is very welcoming to parents and students. The teachers and support staff really try to reach out to everyone. My child is doing very well and loves to come to school in the a.m. The new after school program is excellent. My daughter comes home everday with her homework complete. And...the 5th grade students are being offered instrumental music for the first time. Three cheers for Crumpton.
—Submitted by s gonzalez, a parent
I love Crumpton. The principal teachers and staff work together to create a great school. My son has been treated with the greatest of respect and kindness even though at times he can be a little challenging. The school secretary is to notch. She always greets everyone with a smile that encourages me as a parent to enter the school office. The principal knows all the students and is highly visible and accessible to parents.
—Submitted by a parent
Crumpton has high quality teachers and a well run academic schedule. A music program has been added which the kids really enjoy. The principal is great and well liked.
—Submitted by C. Brown, a parent
I love Crumpton Elementary. It is a hidden secret in Marina California. The teachers are highly skilled in the art of reaching all types of learners. The principal is always around throughout the day. We have more than 22 languages in our school. I love the diversity and the respect that everyone shows one another.
—Submitted by a parent
JC Crumpton has exceeded my expectations! We are a military family and I was very skeptical having my kids in the California School system, but Crumpton has been a true blessing to my twin boys. Their teachers have been great and quickly noticed their reading abilities and their eagerness to learn. They were extremely patient and kind and built up their self esteem daily. Dr. White has done a tremendous job of being visible and willing to take on many tasks. She took on the music program and has a very caring attitude of the children at Crumpton. From what I can tell, she has really turned the school around and has gotten many programs installed due to her willingness to make it a better place to learn. Parent involvement seems to be low (I volunteer 1 day a week), but I can 't say for sure. I am very happy!
—Submitted by a parent
J.C Crumpton is a terrific school. The school community is a hard working groups of parents and teachers. The teachers are highly skilled and very experienced. The principal is always willing to listen and is very interested in growing to be the best possible elementary school in Marina.
—Submitted by a parent
We are extremely disappointed with the current method of teaching being taught at this school. The current teachers are not patient and understanding which creates a low self esteem for the child. There is a lack of parent involvement.
—Submitted by Alex Demayo, a parent
We have been very dissapointed by the performance of this school. The morale level seems very low and in my son's class room, the teaching style is very negative.
—Submitted by a parent
Overall, I think the school lacks parent involvement and the administration is extremely apathetic. I was overwhelmingly happy with my childs teacher, but have decided to move my child to another school due to the lack of supervision of playgrounds and the lack of care & support form other parents and the school's principal.
—Submitted by a parent
Unfortunately Crumpton has very low standards and moved away from Marina. If any parent is truly concerned about their child's education, move out of the area or place your child in a private school. I am sorry to sound so negative but the expectations at this school have dropped significantly. If you still believe in the public shool system, do yourself a favor and get out of Marina.
—Submitted by a parent
Ms. Despard is a great principal she has no tolerance for bullies or anything that would endanger her pupils. It's a great school they learn alot the teachers are great it's like one big family it is the first school that my child enjoys going to everyday!
—Submitted by Jasmine Garth, a parent
J.C. Crumpton Elementary has been an outstanding school for both of my children. Teachers are exemplary in all areas. Each teacher is very hands-on, taking the time to evaluate their students, get the parents involved, and work one-on-one if needed. The principal is a wonderful source of information and school spirit. This school has a 'no tolerance' policy for bullying, and thus is an extremely safe environment for my children. This school strives for excellence.
—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.
67 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
67 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.
66 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
66 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.
70 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
71 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.
80 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
81 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
80 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.
2012
2011
2010
2009
The state average for Math was 55% 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 | 88% |
| Males | 44% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | 60% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 70% |
| Females | 82% |
| Males | 59% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | 60% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 75% |
| 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 | 32% |
| Females | 48% |
| Males | 21% |
| African American | 33% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 25% |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | 60% |
| Students with disability | 0% |
| Students with no reported disability | 39% |
| English learner | 18% |
| Fluent-English proficient and English only | 37% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 17% |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 61% |
| Females | 70% |
| Males | 54% |
| African American | 50% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 73% |
| Students with disability | 33% |
| Students with no reported disability | 67% |
| English learner | 47% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 65% |
| 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 | 53% |
| Females | 61% |
| Males | 46% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 68% |
| Students with disability | 27% |
| Students with no reported disability | 58% |
| English learner | 8% |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 38% |
| Females | 44% |
| Males | 33% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 26% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 46% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 52% |
| Students with disability | 17% |
| Students with no reported disability | 42% |
| English learner | 17% |
| Fluent-English proficient and English only | 42% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 28% |
| 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 | 56% |
| Females | 52% |
| Males | 57% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | 38% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 17% |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 54% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 36% |
| Females | 32% |
| Males | 38% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 32% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 33% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 43% |
| Students with disability | n/a |
| Students with no reported disability | 38% |
| English learner | 23% |
| Fluent-English proficient and English only | 38% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 46% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 44% |
| Females | 32% |
| Males | 51% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 48% |
| Students with disability | n/a |
| Students with no reported disability | 42% |
| English learner | 31% |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 31% |
| 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 | 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 |
| Other Pacific Islander | 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 |
| Other Pacific Islander | 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
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
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
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 25% | 49% | ||
| Multiple or No Response | 24% | 3% | ||
| White | 20% | 28% | ||
| African American | 14% | 7% | ||
| Pacific Islander | 8% | 1% | ||
| Asian | 7% | 8% | ||
| Filipino | 2% | 3% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 16% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 60% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 52% | 85% | ||
| Arabic | 21% | 1% | ||
| Vietnamese | 11% | 2% | ||
| Filipino (Pilipino or Tagalog) | 5% | 1% | ||
| Korean | 5% | 1% | ||
| Hindi | 3% | 0% | ||
| Japanese | 2% | 0% | ||
| Pashto | 2% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 21 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 3 | N/A | 11 |
| Average years teaching | 5 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 20% | N/A | 2% |
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| Students typically attend these schools after graduating | Los Arboles Middle School |
460 Carmel Avenue
Marina,
CA 93933
Website: Click here
Phone: (831) 392-3520
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Marina Vista Elementary School
Marina, CA
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Marina, CA
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Marina, CA
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Seaside, CA
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