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Teacher quality
Principal leadership
Parent involvement
We left after one year here. They lost 40% of their staff to the new Jackson Academy (public) and the principal retired (which was a good thing - he was burnt out and a bit of a grouch). I heard the one is nice, but don't know much about her. We really liked our teacher there, but the class sizes remain high. You can make it work, but consider private if you can afford it. If not, consider one of the other local schools. It's not ALL about test scores people.
—Submitted by a parent
Three of my grandchildren attend Paradise Elementary and I am very pleased with the curriculum development, student activities, and the communications from the principal and parent organizations. This is my first experience with elementary public education, as my own children and my older grandchildren had Catholic schooling. I am also a teacher, so I can say with complete confidence that Paradise provides a well rounded education for its students.
Paradise Valley is a wonderful school. I actually had my daughter enrolled in a private school when I thought there was no hope to get her in {our zoned school is a program improvement school and is rated poorly}. Upon being notified by the district that our preferred placement application was approved, I was initially hesitant to transfer her. Now I am very glad I did. The parent participation is almost overwhelming. The principal is very involved in day to day and his leadership is evident. The social opportunities and diversity on campus, as compared to the private school, are providing a more positive and inclusive experience for my daughter. The academic curriculum,especially considering the number of students in class,have allowed my daughter to be challenged and thrive way beyond grade level standards. I rated the teacher quality a 4, is based on their inability to communicate more regularly with the parents and the occasional lapse in communication.I am aware it is due to the sheer number of students/parents they have but there have been communication breakdowns regarding events and volunteering.Paradise is a wonderful school that exceeded my expectations; which were high.
—Submitted by a parent
My 10 year old daughter loves this school!! It is a small intimate school with excellent teachers and staff. Friendly and supportive teachers who make your child feel special. Small student ratio.
—Submitted by a parent
I have two children at Paradise and I am very happy with the school, especially after the new principal arrived. He is a great principal in my opinion, he is alway available to the parents and since he has arrived the scores and the schools focus have been greatly enhanced. Each year the juggling of class sizes and teachers gets harder and harder because of our state budget issues but I think that the principal has done the best he can given the situation he and the school are in. In the 3 yrs that my children have been there, the teachers have been great. They are involved in students and seem to really care about each kid. As for parental involvement, like most things it is 80-20, 80% of the volunteering is being done by the same 20%. We need more parents to get involved more often, it is a great school and can only be made enhanced with more interaction from a large number of parents. At the end of the day I would not want my children to got to a different public school, they love the teachers, they have great friends and are happy and excited about going to school each day, as a parent what more could you ask.
—Submitted by a parent
I had high expectations from this school since it is supposed to be 2nd best here in Morgan Hill. My child is new to the school, entering 5th grade, and has had to change teachers 3 times within the first 6 weeks of school. My child is being taught by a kindergarten teacher, and many parents (including myself) feel the teacher is not at all qualified to teach at the 5th grade level. My child has come home with coloring for homework and has even asked me for help on math problems that the teacher did not know how to teach. The principal is well aware of these problems as many of us parents have spoken out. The principal is not doing anything to support us parents, nor is he doing anything to assure that our children are receiving a good education. Very upset and disappointed!!!!
—Submitted by a parent
My son is only in Kindergarten but his teacher is absolutely amazing! She has given him a foundation that has exceeded my expectations! I was a teacher myself so I know a good teacher when I see one. Her patience, style, loving learning environment is more than any parent could ask for. I feel that she has set my child up for an educational success. Thank you!
—Submitted by a parent
I feel that Paradise Valley/Machado Elementary school has wonderful parent support. It is in a wonderful close knit community. I am not happy with the education my children are getting. One of my children seems to be very behind in reading and there doesn't seem to be much support or acknowledgement of the problem. My other child is ahead in both math and reading and is stagnant. Not being challenged to his fullest ability. It is very frustrating as a parent to see this. My first child was sent to summer school because of being behind in reading. It was the biggest waist of time. She did not gain anything from her experience. I think we need more teachers who really care and know there children. We of course have not had all the teachers and there may be some really good ones. I just haven't experienced them yet.
—Submitted by a parent
We are starting our fourth year at Paradise Valley; I have a daughter in 3rd grade and a daughter in 1st. My husband and I have been very pleased with our daughter's education so far. The teachers that we have encountered are outstanding. Despite the high principal turnover rate (we are on the third one in four years), we feel that due to the high amount of parental involvement and strong sense of community, this school has been awesome. Our new principal has been doing a great job thus far and I appreciate her determination and dedication to our school. We wouldn't think of putting our daughters anywhere else!
—Submitted by a parent
Paradise Valley is a 'fair' school, however I am not impressed with California's school systems on a whole to begin with. I feel that 'teacher' involvement is this school's best attribute with management falling short to the worst. The teachers make it worth while as I believe most of them really try to put their 'class' first. Principal James Hamilton seems to only care about these children when it does not interfere with his 'status'. I feel that the school district in general, as well as Mr. Hamilton, will turn their back on children in need, rather than offer any assistance to the well being of these children. It is a big disappointment, to me as well as many parents that I speak to, to not be able to depend on 'your child's school' when in need. But if you have a child who poses no threat to the schools atmosphere, hurray!
—Submitted by a parent
I have a child in kindergarten and really love the school. We have a wonderful teacher who really cares. She inspires my child to do her best and provides a great learning environment. She is doing very well and she really enjoys going to school every day. I think this is one of the best schools in the district and am very happy overall.
—Submitted by a parent
Both my daughters have attended Paradise Valley. My youngest one still attends. When we moved from Sacramento the Morgan Hill, my eldest daughter had been struggling in the school system there. She had always been just an average student , she never really had the drive to excel. She attended Paradise Valley for her 6th grade. Over the period of the one year, not only had she 'grasped' the work, but had excelled far more that we expected. This set into motion her passion for learning. She is now enrolled in Britton Junior High. She is in three advanced classes and has maintained the Honor Roll with a 3.5 GPA all year. I have nothing but admiration for the teaching staff at Paradise Valley and feel it is one of the best school s in the California School System.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
95 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
95 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 48% in 2012.
92 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
93 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 67% in 2012.
91 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
93 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
88 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
86 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
88 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 59% in 2012.
85 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
82 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 | 65% |
| Females | 74% |
| Males | 60% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 72% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | 56% |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | n/a |
| All Students | 71% |
| Females | 80% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | 75% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 92% |
| 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 | 59% |
| Females | 60% |
| Males | 58% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 61% |
| Students with disability | n/a |
| Students with no reported disability | 61% |
| English learner | 45% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | n/a |
| All Students | 72% |
| Females | 71% |
| Males | 73% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | 55% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 76% |
| Females | 81% |
| Males | 68% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | 27% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 74% |
| Males | 74% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 80% |
| Students with disability | 58% |
| Students with no reported disability | 77% |
| English learner | 36% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 73% |
| Females | 76% |
| Males | 69% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | 36% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 72% |
| Females | 76% |
| Males | 68% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | 36% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 72% |
| Males | 81% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | 45% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 100% |
| 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 | 70% |
| Females | 75% |
| Males | 64% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| 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) | 79% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | n/a |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 74% |
| Males | 78% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
All students
Female
Male
All students
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 53% | 28% | ||
| Hispanic or Latino | 29% | 49% | ||
| Asian | 7% | 8% | ||
| Multiple or No Response | 7% | 3% | ||
| African American | 2% | 7% | ||
| Filipino | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 16% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 17% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 71% | 85% | ||
| All other non-English languages | 5% | 1% | ||
| Vietnamese | 5% | 2% | ||
| Punjabi | 4% | 1% | ||
| Hindi | 3% | 0% | ||
| Urdu | 3% | 0% | ||
| Cantonese | 2% | 2% | ||
| Dutch | 2% | 0% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Farsi (Persian) | 1% | 0% | ||
| German | 1% | 0% | ||
| Khmer (Cambodian) | 1% | 0% | ||
| Korean | 1% | 1% | ||
| Polish | 1% | 0% | ||
| Russian | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 96% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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1400 La Crosse Drive
Morgan Hill,
CA 95037
Website: Click here
Phone: (408) 201-6460
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San Martin, CA
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Our mission is to inspire and support families to champion their children's education - at school, at home and in their community. We are a national non-profit with offices in San Francisco, Milwaukee, Washington D.C. and Indianapolis.
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