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Teacher quality
Principal leadership
Parent involvement
my school has an amazing academic teachings. and is great to go to for sports.
I graduated from Rancho and I am now an employee at the school. I think Rancho is the best high school in the area, and I mean this from a student's perspective and a staff perspective. When I was a student, the teachers were helpful and I received a good education while in school and received the necessary guidance I needed to go to college. In the end, it was MY responsibility to work hard in school & plan for my future and I take ownership of that. If a student does not succeed because of his/her poor choices, the school is not to blame, but rather the student. Teachers/staff at Rancho were there when I needed them back in my days. Today, teachers/staff go above and beyond for students! They have the necessary guidance from their counselors, guidance techs & teachers. We go out of our way to encourage students in their education and to pursue higher learning. Rancho was a great school when I attended and now it is an even better school with wonderful programs and opportunities for students. In a nutshell, Rancho is EXCELLENT!
—Submitted by a teacher
I'm a recent alumni of RVHS. I enjoyed my 4 years at Rancho. For the most part, the teachers are awesome. I loved some of my AP classes which helped me determine my major in college. AVID is highly stressed for those who want to go to college and the College and Career Center will help students achieve their goal of attending college. Overall, I found some of my classes challenging, but I do have to agree with some of the other reviewers - scheduling is a nightmare and hexads suck. The school isn't all that overcrowded. It makes for a more spirited environment where students can thrive in co-cirrcular and extra-cirrcular activities and sports. Overall, I love Rancho and will miss it dearly!
—Submitted by a student
Excellent teachers, AVID National Demonstration School, tutoring available for children needing help, balanced focus on academic programs AND sports, new principal in 09-10 school year started "Principal's Honor Roll". We have two teens here, and have been so impressed with their teachers; email communication is fantastic between parents and teachers, and parents are able to check grades, homework, attendance, absences, missing assignments, test scores, etc online with the click of a few buttons. We bought our house specifically in our neighborhood so our kids would be in this school zone, and we're happy we did.
—Submitted by a parent
im a freshmen at this great high school and think its great. i really like the RV Scholars program they have provided to me. This Program really challenges me and allows me to get a better education than other students ( other students still get great educations here). Also the music program is amazing. We got 8th place in SCSBOA in the 5A division and 11th place in WBA in the 4A division. Even though this school is great for me I it is ridiculously overcrowded. Another issue is the districts lack of financial support for this school and its programs. This year the band only got three thousand dollars for its budget. We spent almost 120,000 dollars a year. Finally the teachers are great for AP and Honors level classes but are not strong in normal classes.
—Submitted by a student
This is the best high school because they have great teachers that do care about students but also the students are the ones that have to put dedication to learn in a good environment..
—Submitted by a student
I have taught at Rancho Verde for 5 years. I love my job. I want to add a few things to your plate that might give a less prejudice view of the school. life is not perfect and sometimes things don't go as smoothly as possible for example schedules that are handed out to a student population of 3200 students is not that easy. traffic that entails the dropping off of 3200 students that is cleared within 20 minutes. Another posting mentioned testing well has anyone looked at how are yearly API and AYP have changed the community. Students need to own up to their job and parents need to support this. I am personally appalled by many students and parents idea of being ready for school. It's not just coming to school its really doing your job at being a good student not just warming the seat.
—Submitted by a teacher
This school is over crowded, they keep changing my sons schedule how is he suppose to learn in this envoriment they need to have some kind of traffic control police officers or something my son is always late and we leave a half hour early and we live down the street it is like a free for all out there the teachers arent very good either
—Submitted by a parent
They are very bad teacher-never listen their student -what's they want or they need it--it's horrible school and horrible teacher
—Submitted by a parent
My son really disliked this school. The grading system made no sense.
—Submitted by a parent
All this talk about the hexads is really making me angry because although they are 50% of your grade it is not hard to get an A. All you have to do is study. Every teacher at Rancho gives the students study guides so anyone who fails probably didn't study.
—Submitted by a student
RVHS overall is a great school. I have two freshmens that attend this year and they are coming out of moreno valley school distrcit and i can tell the difference in school district. The only complaint that i hear from students is the Hexad exam. Only because it is 50% of there grade. The school really needs to find a way that this students can pass the exams.
—Submitted by a parent
I am barely going to be a Sophmore, and so far, for my first year at Rancho... I don't like it. Don't get me wrong. It's not because, 'I don't like going to school' but it's because of all the pressure they are putting us through from Hexads. Every six weeks we have big tests, and you know what? I have so much weight on my shoulders that it's becoming so unbearable that I just want to stay home at rest. I like school, and I love learning. We have great teachers and teachers that march to their own drum and I don't see as many fights as other school. In safety, its great, but in academically, I wish they had more and they stuck with Quarters. That's all I have to say. More people are failing because of this and I have college to think about.
—Submitted by Edna, a student
I attended this school for the full years and I can say with certainty that if you want your student to know about college don't send them here, because the students are not informed about what's going on in the school and many of the schools supplies are broken or nonexistent. Teachers are good, if you take AP classes but, otherwise they don't always have the students best interest in mind. Its a ok school, if you cant send your kids anywhere better.
—Submitted by a former student
The school and staff is pretty good and the academics are challenging but the Hexad is just not fair.
—Submitted by a parent
When I first sent my daughter to this school I wasnt to sure because of how many students were attending it! But then I seen her become more involved and loved thier sports program! The only thing I dont aprove of are these hexad test's that they now have to take!
—Submitted by a parent
School has great extracurricular programs and many students on the path to success. But much equipment loacated on campus needs to be fix, and students are playing the primary role in the destruction of classroom materials.
—Submitted by a student
Well I think this school is very well established. Nice teachers, and students. Very well spirited, good sports and academics.
—Submitted by *Moose*, a student
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.
291 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
65 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
832 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
25 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
834 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.
304 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
198 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.
377 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
154 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
650 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
190 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
814 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
250 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.
42 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
817 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
850 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.
41 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
183 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
190 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
173 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
196 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
701 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
295 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.
185 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
165 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
740 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
12 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 | 36% |
| Females | 45% |
| Males | 29% |
| African American | 30% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 34% |
| 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 | 35% |
| Non-economically disadvantaged | 44% |
| Students with disability | n/a |
| Students with no reported disability | 37% |
| English learner | 5% |
| Fluent-English proficient and English only | 39% |
| Migrant education | n/a |
| Gifted and talented | 46% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 42% |
| Parent education - college graduate | 47% |
| Parent education - graduate school/post graduate | 42% |
| Parent education - declined to state | 29% |
| All Students | 80% |
| Females | 77% |
| Males | 83% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 87% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 84% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 82% |
| All Students | 43% |
| Females | 39% |
| Males | 45% |
| African American | 36% |
| Asian | 50% |
| Filipino | 91% |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 55% |
| Students with disability | 8% |
| Students with no reported disability | 44% |
| English learner | 6% |
| Fluent-English proficient and English only | 47% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 30% |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 49% |
| Parent education - college graduate | 47% |
| Parent education - graduate school/post graduate | 60% |
| Parent education - declined to state | 42% |
| All Students | 16% |
| Females | 17% |
| 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 |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 11% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 16% |
| English learner | n/a |
| Fluent-English proficient and English only | 17% |
| 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 | 57% |
| Males | 49% |
| African American | 46% |
| Asian | 57% |
| Filipino | 92% |
| 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) | 62% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 65% |
| Students with disability | 25% |
| Students with no reported disability | 53% |
| English learner | 3% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 54% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | 58% |
| All Students | 36% |
| Females | 35% |
| Males | 38% |
| African American | 34% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 32% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 33% |
| Students with disability | 12% |
| Students with no reported disability | 39% |
| English learner | 26% |
| Fluent-English proficient and English only | 39% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | 47% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 40% |
| All Students | 47% |
| Females | 45% |
| Males | 49% |
| African American | 38% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 38% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 43% |
| Students with disability | n/a |
| Students with no reported disability | 47% |
| English learner | n/a |
| Fluent-English proficient and English only | 47% |
| Migrant education | n/a |
| Gifted and talented | 64% |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 52% |
| Parent education - graduate school/post graduate | 64% |
| Parent education - declined to state | 62% |
| 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 | 16% |
| Females | 16% |
| Males | 15% |
| African American | 12% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 15% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 13% |
| Economically disadvantaged | 17% |
| Non-economically disadvantaged | 9% |
| Students with disability | 0% |
| Students with no reported disability | 16% |
| English learner | 10% |
| Fluent-English proficient and English only | 16% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 17% |
| Parent education - high school graduate | 18% |
| Parent education - some college (includes AA degree) | 14% |
| Parent education - college graduate | 6% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 10% |
| All Students | 56% |
| Females | 57% |
| Males | 54% |
| African American | 66% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 68% |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | n/a |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | 76% |
| Parent education - not a high school graduate | 59% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 40% |
| All Students | 50% |
| Females | 48% |
| Males | 52% |
| African American | 41% |
| Asian | n/a |
| Filipino | 45% |
| Hispanic or Latino | 51% |
| 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 | 48% |
| Non-economically disadvantaged | 56% |
| Students with disability | 11% |
| Students with no reported disability | 53% |
| English learner | 15% |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 49% |
| Parent education - graduate school/post graduate | 62% |
| Parent education - declined to state | 37% |
| All Students | 60% |
| Females | 50% |
| Males | 70% |
| African American | 53% |
| Asian | n/a |
| Filipino | 83% |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | n/a |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 84% |
| Parent education - not a high school graduate | 60% |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | 44% |
| 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 |
| 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 | 46% |
| Females | 48% |
| Males | 45% |
| African American | 43% |
| Asian | 69% |
| Filipino | 61% |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 56% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 53% |
| Students with disability | 14% |
| Students with no reported disability | 47% |
| English learner | 3% |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | 55% |
| Parent education - declined to state | 44% |
| All Students | 18% |
| Females | 12% |
| Males | 26% |
| African American | 6% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 21% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 8% |
| Economically disadvantaged | 19% |
| Non-economically disadvantaged | 17% |
| Students with disability | n/a |
| Students with no reported disability | 18% |
| English learner | 18% |
| Fluent-English proficient and English only | 18% |
| Migrant education | n/a |
| Gifted and talented | 47% |
| Parent education - not a high school graduate | 20% |
| Parent education - high school graduate | 23% |
| Parent education - some college (includes AA degree) | 16% |
| Parent education - college graduate | 11% |
| Parent education - graduate school/post graduate | 18% |
| Parent education - declined to state | 15% |
| All Students | 55% |
| Females | 48% |
| Males | 63% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 53% |
| Students with no reported disability | 55% |
| English learner | n/a |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | 63% |
| 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 | 63% |
| Females | 60% |
| Males | 67% |
| African American | 59% |
| Asian | 62% |
| Filipino | 83% |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 67% |
| Students with disability | 31% |
| Students with no reported disability | 64% |
| English learner | 18% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 54% |
| Parent education - high school graduate | 66% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 76% |
| Parent education - declined to state | 52% |
| All Students | 53% |
| Females | 48% |
| Males | 60% |
| African American | 50% |
| Asian | 64% |
| Filipino | 83% |
| Hispanic or Latino | 53% |
| 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 | 52% |
| Non-economically disadvantaged | 60% |
| Students with disability | 8% |
| Students with no reported disability | 57% |
| English learner | 11% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 44% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | 74% |
| Parent education - declined to state | 45% |
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 | 7% |
| Females | 9% |
| Males | 6% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 6% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 8% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 8% |
| English learner | 9% |
| Fluent-English proficient and English only | 7% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 17% |
| Parent education - high school graduate | 8% |
| 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 | 28% |
| Females | 27% |
| Males | 30% |
| African American | 29% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 27% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 18% |
| Students with disability | n/a |
| Students with no reported disability | 29% |
| English learner | n/a |
| Fluent-English proficient and English only | 28% |
| Migrant education | n/a |
| Gifted and talented | 60% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 18% |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | 38% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 18% |
| All Students | 58% |
| Females | 57% |
| Males | 57% |
| African American | 47% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 60% |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| English learner | n/a |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 61% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 66% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 50% |
| All Students | 36% |
| Females | 30% |
| Males | 43% |
| African American | 35% |
| Asian | n/a |
| Filipino | 27% |
| Hispanic or Latino | 34% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 25% |
| Students with disability | n/a |
| Students with no reported disability | 36% |
| English learner | n/a |
| Fluent-English proficient and English only | 36% |
| Migrant education | n/a |
| Gifted and talented | 80% |
| Parent education - not a high school graduate | 37% |
| Parent education - high school graduate | 20% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 46% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 41% |
| All Students | 31% |
| Females | 18% |
| Males | 40% |
| African American | 24% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 28% |
| Students with disability | 11% |
| Students with no reported disability | 37% |
| English learner | 15% |
| Fluent-English proficient and English only | 35% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 21% |
| Parent education - college graduate | 31% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 41% |
| All Students | 51% |
| Females | 52% |
| Males | 49% |
| African American | 50% |
| Asian | 76% |
| Filipino | 52% |
| Hispanic or Latino | 49% |
| 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 | 49% |
| Non-economically disadvantaged | 56% |
| Students with disability | 15% |
| Students with no reported disability | 52% |
| English learner | 7% |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 68% |
| Parent education - declined to state | 40% |
| All Students | 8% |
| Females | 7% |
| Males | 8% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 9% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 0% |
| Economically disadvantaged | 8% |
| Non-economically disadvantaged | 7% |
| Students with disability | 0% |
| Students with no reported disability | 8% |
| English learner | 11% |
| Fluent-English proficient and English only | 7% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 6% |
| Parent education - high school graduate | 7% |
| Parent education - some college (includes AA degree) | 5% |
| Parent education - college graduate | 20% |
| Parent education - graduate school/post graduate | 0% |
| Parent education - declined to state | 10% |
| All Students | 41% |
| Females | 30% |
| Males | 57% |
| African American | 25% |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 43% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 46% |
| Students with disability | n/a |
| Students with no reported disability | 41% |
| English learner | n/a |
| Fluent-English proficient and English only | 42% |
| Migrant education | n/a |
| Gifted and talented | 67% |
| Parent education - not a high school graduate | 37% |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 29% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 40% |
| All Students | 70% |
| Females | 63% |
| Males | 79% |
| African American | 64% |
| Asian | 69% |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | n/a |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 81% |
| Parent education - not a high school graduate | 67% |
| Parent education - high school graduate | 66% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 75% |
| All Students | 63% |
| Females | 59% |
| Males | 68% |
| African American | 54% |
| Asian | 82% |
| Filipino | 75% |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 65% |
| Students with disability | 13% |
| Students with no reported disability | 68% |
| English learner | 21% |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 65% |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | 56% |
| All Students | 50% |
| 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.
848 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
845 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 | 86% |
| Females | 89% |
| Males | 84% |
| African American | 83% |
| Asian | 79% |
| Filipino | 96% |
| Hispanic or Latino | 87% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Declined to state | 82% |
| Economically disadvantaged | 86% |
| Non-economically disadvantaged | 90% |
| Economic Status Unknown | 82% |
| Students with disability | 26% |
| Tested with modifications | n/a |
| English learner | 51% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 89% |
| Females | 88% |
| Males | 89% |
| African American | 79% |
| Asian | 86% |
| Filipino | 96% |
| Hispanic or Latino | 91% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Declined to state | 79% |
| Economically disadvantaged | 88% |
| Non-economically disadvantaged | 91% |
| Economic Status Unknown | 95% |
| Students with disability | 33% |
| Tested with modifications | n/a |
| English learner | 74% |
| 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 | 63% | 49% | ||
| African American | 21% | 7% | ||
| White | 7% | 28% | ||
| Asian | 3% | 8% | ||
| Filipino | 3% | 3% | ||
| Multiple or No Response | 3% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 8% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 52% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 97% | 85% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Khmer (Cambodian) | 1% | 0% | ||
| Japanese | 0% | 0% | ||
| Korean | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 7 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 92% | N/A | 96% |
| Emergency credential or waiver | 2% | N/A | 2% |
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17750 Lasselle Street
Moreno Valley,
CA 92551
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Phone: (951) 490-4680
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