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Teacher quality
Principal leadership
Parent involvement
Probably the best you're going to get in Moreno Valley. Great campus. We live just across the street and have had two students so far here with two more to attend here in the future.
—Submitted by a parent
i went to valley laste year.this is a good school if your kids are willing to put in work and try hard if not the teachers will just give up on you and keep on moving on with no problem.the portfolio is just another way for the teachers to make sure your doing your work but at the same time if you didnt do that assignment that has to be in your portfolio you would fail english which happend to me.i believe if you cild is an AP student then that school will be a breeze to the.if not you cild will struggle but they might make it at the same time.the teachers are pretty decent they have alot of clubs and they support all of the sports to the fullest and all of the clubs to the fullest.
Great School! A few years back we had some folks that were not in the best interest for the children. Superintendent Judy White, removed almost all of them. All the bad info was from then, not now.
—Submitted by a parent
Science department refuses to update their curricullum. The new textbooks sit on the counter and are not used. This makes it impossible to help the student or hire a tutor, since there is no relevent reference material available. Test and intstruction cover a fraction of multiple chapters in order to match past textbooks and old lessons. Students are just confused and frustrated. Hopefully your student will go on to college and realize it was not them, but the poor instruction and assesment. Unfortunatly they will start behind their peers and may not have the grades required to get into a UC. Even worse, they may not believe that they have the ability to go on to a university.
—Submitted by a parent
I am a Vally View graduate and now my son is a freshman. I am very excited to have him going to the same school I did. Valley View has always been a tough school on academics and discipline. There are always a few teachers and/ or staff that have lost their enthusiasm for doing their job but as a whole their are so excellent people at Valley View. Most want to see your child succeed. I believe the senior projects and portfolios are preparing students for college. Term papers are ususally a huge portion of their grade and they won't pass the class if not completed or their College Thesis. So hopefully your student rises to the challenge and graduates from Valley and goes on to College. Don't forget parents you are the biggest influence in your childs life and if you think it's too hard so will they!
—Submitted by a parent
This school has teachers there that are so old they should not be teaching. Teachers refuse to try different ways to teach students. It is either the student gets it and if not lets keep going. The admin will not help students until it is too late to bring up grades even after parents have asked for help. My son was a freshman and I am transfering him to another school. Also the portfolio and senior project is just another area where teachers can degrade students who have trouble with writing. My son's first english teacher put him down enfront of all the students in his class. Wow that helps students learn. I would not choose this school for any child not an AP student.
—Submitted by a parent
I transferred from Vista Del Lago to here, and wow is there a difference! The teachers are great. The only disadvantage of this school is its age. A lot of the door handles broken, but its cool with me.
—Submitted by a student
Excellent school for those of you entering Honors and AP, the teachers are very much involved and will make it a point to help you reach your goal. I graduated last year and really had a great experience from classes to extracurricular activities, it was all awesome.
—Submitted by a student
Their music program is awesome! I love my CARTA 11 teachers, they really do care about how I do in school.
—Submitted by a student
Valley View is not a good school.The teachers don't care.My daughter is doing much better at Rancho Verde.
—Submitted by a parent
Valley View is as good as the parrents,teachers and students. My daughter is doing great there and my son is failing a few classes. Some of it is partly his fault, partly the teachers fault, and partly my fault. I have had a few issues with some of his teachers and the principle has tried to help but the teacher who sent my son out of class for asking his teacher to explain the instructions again has not called my back. I am so surprised to see such low rating for our schools here in Moreno Valley. I had no idea how bad it was when i moved here 18 years ago. The worst schools in orange are much better then our best schools. Shamefull
—Submitted by a parent
The quality of the academic programs is great; individual student motivation and parent participation is lacking, largely due to extended commutes. VVHS has outstanding extracurricular activities, so encourage your child to get involved! What can I say... my spouse has been volunteering at VVHS for more than 17-years! Yes, volunteering. More parents need to try this, the rewards are positive interactions with several gifted and talented students.
—Submitted by a parent
Perfect school..love the sports and most of the wonderful teachers that care for there students
—Submitted by a parent
love the activities and most of the wonderful teachers that care for there students
—Submitted by a parent
I am a new parent to valley view high, and I had a very bad and stressful situation getting my child registered because there was so much confusion and I don't feel that the staff had the proper instructions on how to guide the students and parents. But since school has been in session, I and my child feel that for the most part of it the staff is great and friendly. A lot of the teachers are great with their teaching technics and for the few bad apples there are, well we all need to learn to work with them and weed them out and focus on the good.The teachers all need to inter-act with their students to both be successful and have the students succeed.
—Submitted by a parent
This is one of the best schools there is. The faculty is welcoming, the reachers are experiencedand the stundents are acamedmic. This is imdeded a perfect school academically and in sports.
—Submitted by a student
Academically lacking school. Unresponsive teachers and administration. I believe this to be an obvious lack of leadership.
—Submitted by a parent
If you're going into the honors and AP classes, Valley View is fantastic. Otherwise, the school's enviroment isn't conducive to learning. The teachers in it are excellent, and truly care about preparing you for college. If you're in Moreno Valley, it's the best school to go to if you want the best academic program (in the area).
—Submitted by a student
I have had 2 kids graduate from here and 1 next year. I have dealt with a many teachers and staff. Although most of my experiences have been good overall, there have been a few rotton apples. I feel blessed that for the most part, my kids have had a great set of teachers. As far as extracurricular activities go there has been far too many cuts in the budgets. We as adults complain that the kids are getting into trouble, well if there were more things for them to do afterschool that don't cost an arm and a leg, I beleive that we wouldn't have as near the amount of problems we have.
—Submitted by a parent
Excellent school with a dedicated teaching staff, good college prep resources, and nice facilities.
—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.
368 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
317 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
199 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
575 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.
27 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
199 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.
89 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 13% in 2012.
139 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
168 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
308 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
151 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
68 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
589 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
232 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.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
587 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
594 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.
47 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
162 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
111 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
163 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
99 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
551 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
144 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.
133 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
49 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
586 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
16 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| 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 | 29% |
| Females | 33% |
| Males | 25% |
| African American | 21% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| 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 | 29% |
| Non-economically disadvantaged | 28% |
| Students with disability | n/a |
| Students with no reported disability | 30% |
| English learner | 9% |
| Fluent-English proficient and English only | 34% |
| Migrant education | n/a |
| Gifted and talented | 71% |
| Parent education - not a high school graduate | 19% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 24% |
| Parent education - college graduate | 38% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 27% |
| 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 - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 52% |
| Females | 51% |
| Males | 55% |
| African American | 33% |
| Asian | 75% |
| Filipino | 77% |
| 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) | 77% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | 0% |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | 51% |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 30% |
| All Students | 27% |
| Females | 17% |
| Males | 34% |
| African American | 17% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 24% |
| 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) | 46% |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | 30% |
| Students with disability | n/a |
| Students with no reported disability | 28% |
| English learner | 8% |
| Fluent-English proficient and English only | 31% |
| Migrant education | n/a |
| Gifted and talented | 54% |
| Parent education - not a high school graduate | 13% |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 23% |
| Parent education - college graduate | 47% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 29% |
| All Students | 51% |
| Females | 54% |
| Males | 47% |
| African American | 42% |
| Asian | 77% |
| Filipino | 75% |
| Hispanic or Latino | 45% |
| 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) | 71% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 60% |
| Students with disability | 18% |
| Students with no reported disability | 52% |
| English learner | 8% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 46% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 49% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | 43% |
| All Students | 0% |
| Females | n/a |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| 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 | 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 | 59% |
| Females | 62% |
| Males | 54% |
| African American | 47% |
| Asian | 93% |
| Filipino | 77% |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | n/a |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 60% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 53% |
| 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 | 65% |
| Females | 56% |
| Males | 88% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | n/a |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | 84% |
| Parent education - not a high school graduate | 75% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 65% |
| 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 | 8% |
| Females | 9% |
| Males | 7% |
| African American | 7% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 7% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 4% |
| Non-economically disadvantaged | 18% |
| Students with disability | n/a |
| Students with no reported disability | 8% |
| English learner | 3% |
| Fluent-English proficient and English only | 10% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 7% |
| Parent education - some college (includes AA degree) | 13% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 11% |
| All Students | 36% |
| Females | 29% |
| Males | 47% |
| African American | 39% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 28% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 52% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 37% |
| Students with disability | n/a |
| Students with no reported disability | 37% |
| English learner | n/a |
| Fluent-English proficient and English only | 37% |
| Migrant education | n/a |
| Gifted and talented | 62% |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 17% |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | 38% |
| Parent education - declined to state | 36% |
| All Students | 30% |
| Females | 30% |
| Males | 31% |
| African American | 36% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 49% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 35% |
| Students with disability | 6% |
| Students with no reported disability | 33% |
| English learner | 6% |
| Fluent-English proficient and English only | 35% |
| Migrant education | n/a |
| Gifted and talented | 84% |
| Parent education - not a high school graduate | 23% |
| Parent education - high school graduate | 26% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 41% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 18% |
| All Students | 49% |
| Females | 38% |
| Males | 68% |
| African American | 56% |
| Asian | n/a |
| Filipino | 82% |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 53% |
| Students with disability | n/a |
| Students with no reported disability | 49% |
| English learner | n/a |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | 68% |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | 36% |
| All Students | 26% |
| Females | 26% |
| Males | 27% |
| African American | 14% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | 33% |
| Students with disability | n/a |
| Students with no reported disability | 28% |
| English learner | 9% |
| Fluent-English proficient and English only | 35% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 17% |
| Parent education - some college (includes AA degree) | 25% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 43% |
| Females | 47% |
| Males | 39% |
| African American | 39% |
| Asian | n/a |
| Filipino | 94% |
| Hispanic or Latino | 38% |
| 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 | 39% |
| Non-economically disadvantaged | 53% |
| Students with disability | 21% |
| Students with no reported disability | 44% |
| English learner | 4% |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 34% |
| Parent education - high school graduate | 34% |
| Parent education - some college (includes AA degree) | 51% |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | 33% |
| All Students | 13% |
| Females | 7% |
| Males | 19% |
| African American | 13% |
| 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) | 18% |
| Economically disadvantaged | 11% |
| Non-economically disadvantaged | 16% |
| Students with disability | n/a |
| Students with no reported disability | 13% |
| English learner | 10% |
| Fluent-English proficient and English only | 13% |
| Migrant education | n/a |
| Gifted and talented | 59% |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 12% |
| Parent education - some college (includes AA degree) | 14% |
| Parent education - college graduate | 18% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 13% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 45% |
| Females | 44% |
| Males | 45% |
| African American | 39% |
| Asian | n/a |
| Filipino | 76% |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 53% |
| Students with disability | 21% |
| Students with no reported disability | 45% |
| English learner | 9% |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 34% |
| Parent education - high school graduate | 32% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | 70% |
| Parent education - declined to state | 37% |
| All Students | 32% |
| Females | 27% |
| Males | 37% |
| African American | 30% |
| Asian | n/a |
| Filipino | 87% |
| 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) | 43% |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | 40% |
| Students with disability | 9% |
| Students with no reported disability | 35% |
| English learner | 3% |
| Fluent-English proficient and English only | 37% |
| Migrant education | n/a |
| Gifted and talented | 75% |
| Parent education - not a high school graduate | 23% |
| Parent education - high school graduate | 23% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 37% |
| Parent education - graduate school/post graduate | 60% |
| 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 | 4% |
| Females | 8% |
| Males | 0% |
| African American | 6% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 5% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 6% |
| Non-economically disadvantaged | 0% |
| Students with disability | n/a |
| Students with no reported disability | 4% |
| English learner | n/a |
| Fluent-English proficient and English only | 5% |
| 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) | 7% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 15% |
| Females | 15% |
| Males | 16% |
| African American | 6% |
| 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) | 25% |
| Economically disadvantaged | 13% |
| Non-economically disadvantaged | 21% |
| Students with disability | n/a |
| Students with no reported disability | 16% |
| English learner | 9% |
| Fluent-English proficient and English only | 16% |
| Migrant education | n/a |
| Gifted and talented | 19% |
| Parent education - not a high school graduate | 10% |
| Parent education - high school graduate | 20% |
| Parent education - some college (includes AA degree) | 17% |
| Parent education - college graduate | 8% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 14% |
| All Students | 38% |
| Females | 36% |
| Males | 39% |
| African American | 38% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 47% |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | 57% |
| Students with disability | n/a |
| Students with no reported disability | 39% |
| English learner | 5% |
| Fluent-English proficient and English only | 45% |
| Migrant education | n/a |
| Gifted and talented | 54% |
| Parent education - not a high school graduate | 24% |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 32% |
| Parent education - college graduate | 46% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 47% |
| All Students | 35% |
| Females | 34% |
| Males | 36% |
| African American | 30% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 40% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 36% |
| Students with disability | n/a |
| Students with no reported disability | 35% |
| English learner | n/a |
| Fluent-English proficient and English only | 36% |
| Migrant education | n/a |
| Gifted and talented | 78% |
| Parent education - not a high school graduate | 10% |
| Parent education - high school graduate | 30% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 40% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 39% |
| All Students | 31% |
| Females | 20% |
| Males | 44% |
| African American | 21% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 32% |
| White (not Hispanic) | 38% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 35% |
| Students with disability | 0% |
| Students with no reported disability | 41% |
| English learner | 6% |
| Fluent-English proficient and English only | 37% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 18% |
| Parent education - high school graduate | 30% |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 44% |
| All Students | 48% |
| Females | 49% |
| Males | 45% |
| African American | 36% |
| Asian | 53% |
| Filipino | 86% |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 51% |
| Students with disability | n/a |
| Students with no reported disability | 48% |
| English learner | 6% |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | 84% |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 72% |
| Parent education - declined to state | 49% |
| All Students | 5% |
| Females | 5% |
| Males | 5% |
| African American | 7% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 3% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 17% |
| Economically disadvantaged | 3% |
| Non-economically disadvantaged | 11% |
| Students with disability | n/a |
| Students with no reported disability | 5% |
| English learner | 0% |
| Fluent-English proficient and English only | 6% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 3% |
| Parent education - high school graduate | 7% |
| Parent education - some college (includes AA degree) | 7% |
| Parent education - college graduate | 7% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 0% |
| All Students | 39% |
| Females | 37% |
| Males | 43% |
| African American | 14% |
| Asian | n/a |
| Filipino | 45% |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 56% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 39% |
| Students with disability | n/a |
| Students with no reported disability | 39% |
| English learner | n/a |
| Fluent-English proficient and English only | 39% |
| Migrant education | n/a |
| Gifted and talented | 60% |
| Parent education - not a high school graduate | 17% |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 23% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 44% |
| All Students | 64% |
| Females | 52% |
| Males | 77% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | n/a |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 82% |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 50% |
| Females | 43% |
| Males | 58% |
| African American | 39% |
| Asian | 53% |
| Filipino | 82% |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 55% |
| Students with disability | 11% |
| Students with no reported disability | 54% |
| English learner | 15% |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | 81% |
| Parent education - not a high school graduate | 47% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 72% |
| Parent education - declined to state | 51% |
| All Students | 0% |
| Females | n/a |
| Males | 0% |
| 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 | 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 - 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.
648 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
647 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 | 79% |
| Females | 81% |
| Males | 77% |
| African American | 73% |
| Asian | n/a |
| Filipino | 100% |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Declined to state | n/a |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 84% |
| Economic Status Unknown | 77% |
| Students with disability | 27% |
| Tested with modifications | n/a |
| English learner | 54% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 76% |
| Females | 77% |
| Males | 75% |
| African American | 70% |
| Asian | n/a |
| Filipino | 100% |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Declined to state | n/a |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 81% |
| Economic Status Unknown | 64% |
| Students with disability | 29% |
| Tested with modifications | n/a |
| English learner | 54% |
| 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 | 56% | 49% | ||
| African American | 20% | 7% | ||
| White | 16% | 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 | 15% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 59% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 95% | 85% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Punjabi | 1% | 1% | ||
| Rumanian | 1% | 0% | ||
| Arabic | 0% | 1% | ||
| Hmong | 0% | 1% | ||
| Indonesian | 0% | 0% | ||
| Khmer (Cambodian) | 0% | 0% | ||
| Korean | 0% | 1% | ||
| Lao | 0% | 0% | ||
| Urdu | 0% | 0% | ||
| Vietnamese | 0% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 91% | N/A | 96% |
| Emergency credential or waiver | 4% | N/A | 2% |
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13135 Nason Street
Moreno Valley,
CA 92555
Website: Click here
Phone: (951) 571-4850
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