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Teacher quality
Principal leadership
Parent involvement
My son is a 10th grader that was struggling in some subjects; I attempted to get ahold of one of the teachers to gain some understanding on the areas my son needed help. I emailed his teacher with no response after 3 days, I then decided to send a follow up email with no response. I finally contacted his counselor to verify the teaches email address which was correct; 2 weeks had passed since my initial email. I then hired a tutor that could assist my son some in the areas needed; I still had not heard from the teacher at this point. Before I go any further let me say that I realize not all educators are nonchalant about whether their students actually grasp concepts or not. But at the end of the day, these other uncaring individuals that call themselves "educators" are out there, and they are easy to spot. When you have parents such as myself who are willing to go above and beyond to get their child the tools to succeed it is extremely frustrating to see that the teachers that we entrust our children too are not willing to do the same. Very disappointed in the education at Canyon and the nonchalant attitude from the staff.
—Submitted by a parent
I am not very pleased with this school. My daughter went there for three years and my son for the 9th grade and he will not be returning. Teachers don't communicate with parents if kids are having problems or failing, not all the teachers keep the infinite campus tool up do date or even put grades in it at all. This is a great tool for parents if teachers would just use it properly. The classroom sizes are too large these days and students don't get the proper attention they need. If your child is not a genius and tracking with every assignment, they will be left behind or just passed with a "D" so they're not left behind. Why do schools put out dress codes if no one at the school enforces them? I did my part in making sure my daughter left the house in appropriate attire, but she was able to change at school into short shorts and never got sent home and I never got a call or email about it. This is probably just one of the schools that is conforming to this world and just accepting everything just so no one has to put their foot down and stand up for what is right for these kids whether the kids like it or not.
—Submitted by a parent
Please excuse the typo. That last post was supposed to read, "This is a really great school at which to teach." Just goes to show, teachers should practice what we preach: "Proof read your work!"
—Submitted by a teacher
i Love this school, the teachers are friendly and i've made a lot of new friends already it's only my freshman year and i really like it
—Submitted by a student
It is a dangerous school and there is very concern for the safety or education of the students
—Submitted by a parent
I attend cshs and might I say that this school is really serious about getting good grades and working hard. learning is priority number one.
—Submitted by a student
I freaking love canyon its the best school i have ever been to i met some awesome friends and the teachers are ok but over all that school is a very good school i miss going there i want to go back for my senior year so bad 'canyon i miss you baby!!!!!!!!!) by the way this school has more activies and clubs and more better funner electives than any other school out there in the world. Love elisa rios ochoa
—Submitted by a parent
Good school. Good people execpt for some stupid people but overall nice people. Lots of fun at lunch good food good hangouts. Great wrestling program other sports dont work as hard.
—Submitted by a student
Canyon Springs is a great school! My son attends this school and has for the last 3 years. It has been a wonderful experience and stepping stone for him and his future. The ACT program is #1 and the sports programs as the best. The teachers and administrators are wonderful and very helpful - especially Mr. Rhodes Williams. I'm not impressed with the Principal, Tammy Guzzetta - I think she could use some classes herself on how to deal with parents and students for the position she is holding but overall I would give this school an A++
—Submitted by a parent
Its worth the waiting list if you get in. ACT is stil the best acasdemy if you are realy into graphic art and computers, even video production. As afreshmen I really enjoyed Canyon, evan as a sophmore I enjoyed it. Today I enjoy it as a Junior enroled in ACT.
—Submitted by a student
this school is very grate to get to go hear!!!!!!!!!!
—Submitted by a student
The Canyon Springs HS Academy of Creative Technologies (ACT) program and ROP Print Graphics classes really got me motivated to strive for a college degree and life-long carreer in an area that I love.
—Submitted by a student
i love this school. canyon is great. Everybody there is nice,
—Submitted by a student
As a parent of a previous graduate(salutatorian) and a parent of a new student at Canyon Springs, I have only great things to say about this high school. The key to a successful student is the parents' involvement. Check homework, check attendance, ask your student about school. Again - get involved! What ever happened to giving back to the school - if you are asked to help with an activity - say yes! School spirit is a must! There are so many teachers that want the students to be involved and have school spirit. That is the whole fun of high school - why not have fun while you learn! Thank you Canyon Springs for being a great school!
—Submitted by a parent
To many teachers are affected by the students behavior rather than teaching and controlling the class. AP classes as well as high level classes are great, as are the academies, it is when you get into the average classes that behavior dictates learning done not the teachers.
—Submitted by shelly, a parent
This is not the best school-I am not sure if it is the worst but in my experience as a parent thus far this school is a disaster. Home Schooling Here We Come!
—Submitted by Greg, a parent
One of the better public schools in the Inland Empire.Adminstrators live in the community and are involved in the community. I would suggest parents get to know your child's teachers where ever they go to school.
—Submitted by a parent
This school is ok even though some of the teachers dont know what they are doin and dont teach me anything.
—Submitted by a student
One of the better high schools in the city. Still has somewhat of all small town feel to it. Spring carnivals and homecoming parades.
—Submitted by a former student
I have two sons that have graduated from Canyon Springs High. I think that most teachers are conscientious, but a few need a bit of prompting from parents. I did have one particular problem, but he principal addressed it professionally and courteously.
—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 Algebra I was 49% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% 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.
2012
2011
2010
2009
The state average for Science was 66% 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 25% in 2012.
434 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
14 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
292 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
379 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
691 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
31 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
219 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% 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 13% in 2012.
69 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
115 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
319 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
107 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
25 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
564 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
187 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
11 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
551 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
592 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 10% in 2012.
17 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
167 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
86 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
226 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
42 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
544 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
93 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
96 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
35 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
571 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% 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 |
| 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 |
| 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 |
| 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 |
| 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 | 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
| All Students | 11% |
| Females | 13% |
| Males | 9% |
| African American | 9% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 11% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 11% |
| Economically disadvantaged | 9% |
| Non-economically disadvantaged | 18% |
| Students with disability | 5% |
| Students with no reported disability | 11% |
| English learner | 5% |
| Fluent-English proficient and English only | 11% |
| Migrant education | n/a |
| Gifted and talented | 29% |
| Parent education - not a high school graduate | 4% |
| Parent education - high school graduate | 13% |
| Parent education - some college (includes AA degree) | 13% |
| Parent education - college graduate | 9% |
| Parent education - graduate school/post graduate | 8% |
| Parent education - declined to state | 13% |
| All Students | 43% |
| 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 disability | n/a |
| Students with no reported disability | 43% |
| English learner | n/a |
| Fluent-English proficient and English only | 43% |
| Migrant education | n/a |
| Gifted and talented | 46% |
| 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 | 44% |
| Females | 39% |
| Males | 52% |
| African American | 39% |
| Asian | n/a |
| Filipino | 58% |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 50% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 56% |
| Students with disability | n/a |
| Students with no reported disability | 45% |
| English learner | n/a |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | 71% |
| Parent education - not a high school graduate | 32% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 54% |
| Parent education - graduate school/post graduate | 55% |
| Parent education - declined to state | 56% |
| All Students | 21% |
| Females | 15% |
| Males | 25% |
| African American | 15% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 21% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 32% |
| Economically disadvantaged | 19% |
| Non-economically disadvantaged | 25% |
| Students with disability | 2% |
| Students with no reported disability | 23% |
| English learner | 0% |
| Fluent-English proficient and English only | 23% |
| Migrant education | n/a |
| Gifted and talented | 65% |
| Parent education - not a high school graduate | 21% |
| Parent education - high school graduate | 20% |
| Parent education - some college (includes AA degree) | 21% |
| Parent education - college graduate | 17% |
| Parent education - graduate school/post graduate | 33% |
| Parent education - declined to state | 22% |
| All Students | 53% |
| Females | 57% |
| Males | 49% |
| African American | 45% |
| Asian | 45% |
| Filipino | 73% |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 66% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 64% |
| Students with disability | 19% |
| Students with no reported disability | 55% |
| English learner | 7% |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | 68% |
| Parent education - declined to state | 56% |
| All Students | 6% |
| Females | n/a |
| Males | 8% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 8% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 4% |
| Non-economically disadvantaged | n/a |
| Students with disability | 0% |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | 4% |
| 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) | 18% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 28% |
| Females | 21% |
| Males | 34% |
| African American | 22% |
| Asian | n/a |
| Filipino | 27% |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 37% |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | 32% |
| Students with disability | n/a |
| Students with no reported disability | 28% |
| English learner | n/a |
| Fluent-English proficient and English only | 28% |
| Migrant education | n/a |
| Gifted and talented | 47% |
| Parent education - not a high school graduate | 16% |
| Parent education - high school graduate | 23% |
| Parent education - some college (includes AA degree) | 32% |
| Parent education - college graduate | 38% |
| Parent education - graduate school/post graduate | 6% |
| Parent education - declined to state | 25% |
| 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 |
| 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
| All Students | 6% |
| Females | 5% |
| Males | 6% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 8% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 10% |
| Economically disadvantaged | 2% |
| Non-economically disadvantaged | 12% |
| Students with disability | n/a |
| Students with no reported disability | 6% |
| English learner | 0% |
| Fluent-English proficient and English only | 7% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 11% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 30% |
| Females | 36% |
| Males | 22% |
| African American | 19% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 36% |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 40% |
| Students with disability | n/a |
| Students with no reported disability | 31% |
| English learner | n/a |
| Fluent-English proficient and English only | 31% |
| Migrant education | n/a |
| Gifted and talented | 41% |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | 32% |
| Parent education - some college (includes AA degree) | 30% |
| Parent education - college graduate | 28% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 27% |
| All Students | 22% |
| Females | 20% |
| Males | 23% |
| African American | 18% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 16% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 40% |
| Economically disadvantaged | 16% |
| Non-economically disadvantaged | 33% |
| Students with disability | 6% |
| Students with no reported disability | 23% |
| English learner | 0% |
| Fluent-English proficient and English only | 24% |
| Migrant education | n/a |
| Gifted and talented | 67% |
| Parent education - not a high school graduate | 17% |
| Parent education - high school graduate | 20% |
| Parent education - some college (includes AA degree) | 21% |
| Parent education - college graduate | 39% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 14% |
| All Students | 42% |
| Females | 42% |
| Males | 43% |
| African American | 30% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 48% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 48% |
| Students with disability | n/a |
| Students with no reported disability | 42% |
| English learner | n/a |
| Fluent-English proficient and English only | 42% |
| Migrant education | n/a |
| Gifted and talented | 59% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 51% |
| Parent education - college graduate | 28% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 20% |
| Females | 17% |
| Males | 23% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 25% |
| English learner | n/a |
| Fluent-English proficient and English only | 23% |
| 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) | 27% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 44% |
| Females | 48% |
| Males | 39% |
| African American | 32% |
| Asian | 72% |
| Filipino | 67% |
| 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) | 61% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 56% |
| Students with disability | 11% |
| Students with no reported disability | 45% |
| English learner | 8% |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | 70% |
| Parent education - declined to state | 36% |
| All Students | 11% |
| Females | 8% |
| Males | 14% |
| African American | 12% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 10% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 15% |
| Economically disadvantaged | 12% |
| Non-economically disadvantaged | 9% |
| Students with disability | n/a |
| Students with no reported disability | 11% |
| English learner | n/a |
| Fluent-English proficient and English only | 11% |
| Migrant education | n/a |
| Gifted and talented | 18% |
| Parent education - not a high school graduate | 22% |
| Parent education - high school graduate | 6% |
| Parent education - some college (includes AA degree) | 9% |
| Parent education - college graduate | 19% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 81% |
| 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 | 82% |
| 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 | 41% |
| Females | 37% |
| Males | 45% |
| African American | 31% |
| Asian | 60% |
| Filipino | 40% |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 55% |
| Students with disability | 7% |
| Students with no reported disability | 42% |
| English learner | 4% |
| Fluent-English proficient and English only | 44% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | 26% |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 51% |
| Parent education - graduate school/post graduate | 60% |
| Parent education - declined to state | 34% |
| All Students | 27% |
| Females | 19% |
| Males | 36% |
| African American | 17% |
| Asian | 46% |
| Filipino | 40% |
| Hispanic or Latino | 26% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 40% |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 36% |
| Students with disability | 7% |
| Students with no reported disability | 29% |
| English learner | 2% |
| Fluent-English proficient and English only | 30% |
| Migrant education | n/a |
| Gifted and talented | 72% |
| Parent education - not a high school graduate | 9% |
| Parent education - high school graduate | 26% |
| Parent education - some college (includes AA degree) | 31% |
| Parent education - college graduate | 34% |
| Parent education - graduate school/post graduate | 40% |
| Parent education - declined to state | 21% |
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 | 0% |
| 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 | 0% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 0% |
| English learner | n/a |
| Fluent-English proficient and English only | 0% |
| 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 | 9% |
| Females | 10% |
| Males | 8% |
| African American | 8% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 10% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 3% |
| Economically disadvantaged | 10% |
| Non-economically disadvantaged | 7% |
| Students with disability | n/a |
| Students with no reported disability | 9% |
| English learner | n/a |
| Fluent-English proficient and English only | 9% |
| Migrant education | n/a |
| Gifted and talented | 18% |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 4% |
| Parent education - some college (includes AA degree) | 4% |
| Parent education - college graduate | 23% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 6% |
| All Students | 37% |
| Females | 27% |
| Males | 47% |
| African American | 32% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| 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 | n/a |
| Students with no reported disability | 38% |
| English learner | 17% |
| Fluent-English proficient and English only | 41% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 14% |
| Females | 11% |
| Males | 19% |
| African American | 11% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 16% |
| Economically disadvantaged | 13% |
| Non-economically disadvantaged | 16% |
| Students with disability | n/a |
| Students with no reported disability | 14% |
| English learner | n/a |
| Fluent-English proficient and English only | 14% |
| Migrant education | n/a |
| Gifted and talented | 42% |
| Parent education - not a high school graduate | 10% |
| Parent education - high school graduate | 11% |
| Parent education - some college (includes AA degree) | 10% |
| Parent education - college graduate | 27% |
| Parent education - graduate school/post graduate | 18% |
| Parent education - declined to state | 17% |
| All Students | 18% |
| Females | 21% |
| Males | 14% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 12% |
| Non-economically disadvantaged | 29% |
| Students with disability | 0% |
| Students with no reported disability | 25% |
| English learner | n/a |
| Fluent-English proficient and English only | 15% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 15% |
| 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 | 47% |
| Females | 50% |
| Males | 43% |
| African American | 42% |
| Asian | 55% |
| Filipino | 83% |
| 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) | 59% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 58% |
| Students with disability | 23% |
| Students with no reported disability | 48% |
| English learner | 8% |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 46% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | 63% |
| Parent education - declined to state | 44% |
| All Students | 3% |
| Females | 5% |
| Males | 2% |
| African American | 6% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 2% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 0% |
| Economically disadvantaged | 3% |
| Non-economically disadvantaged | 3% |
| Students with disability | n/a |
| Students with no reported disability | 3% |
| English learner | 0% |
| Fluent-English proficient and English only | 4% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 3% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 41% |
| Females | 36% |
| Males | 48% |
| African American | 36% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 53% |
| Students with disability | n/a |
| Students with no reported disability | 42% |
| English learner | n/a |
| Fluent-English proficient and English only | 42% |
| Migrant education | n/a |
| Gifted and talented | 58% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | 45% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 42% |
| All Students | 57% |
| Females | 60% |
| Males | 55% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 53% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | n/a |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | 74% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 47% |
| Females | 40% |
| Males | 54% |
| African American | 45% |
| Asian | 45% |
| Filipino | 77% |
| 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) | 58% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 57% |
| Students with disability | 12% |
| Students with no reported disability | 50% |
| English learner | 13% |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 37% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | 68% |
| Parent education - declined to state | 50% |
| 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 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 - 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
The state average for English Language Arts was 83% in 2012.
585 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
589 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 82% |
| Females | 88% |
| Males | 76% |
| African American | 74% |
| Asian | 88% |
| Filipino | 100% |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Declined to state | n/a |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 86% |
| Economic Status Unknown | 78% |
| Students with disability | 27% |
| Tested with modifications | n/a |
| English learner | 46% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 79% |
| Females | 81% |
| Males | 78% |
| African American | 69% |
| Asian | 92% |
| Filipino | 100% |
| Hispanic or Latino | 80% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Declined to state | n/a |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 80% |
| Economic Status Unknown | 93% |
| Students with disability | 27% |
| Tested with modifications | n/a |
| English learner | 50% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
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 9
Grade 10
Grade 11
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
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 47% | 49% | ||
| African American | 23% | 7% | ||
| White | 23% | 28% | ||
| Asian | 3% | 8% | ||
| Filipino | 2% | 3% | ||
| Multiple or No Response | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 10% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 55% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 93% | 85% | ||
| Arabic | 2% | 1% | ||
| All other non-English languages | 1% | 1% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Khmer (Cambodian) | 1% | 0% | ||
| Korean | 1% | 1% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Armenian | 0% | 1% | ||
| French | 0% | 0% | ||
| Russian | 0% | 0% | ||
| Taiwanese | 0% | 0% | ||
| Thai | 0% | 0% | ||
| Urdu | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 15 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 89% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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23100 Cougar Canyon Drive
Moreno Valley,
CA 92557
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Phone: (951) 571-4760
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