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Teacher quality
Principal leadership
Parent involvement
My two younger children attended Buchanan. My son attended from 3rd grade on and my daughter from K-5. Both had excellent and caring teachers who had high academic standards. My children loved going to school and loved their teachers. They were well prepared for higher level learning when they promoted out of 5th grade. As a parent, I especially appreciated the sense of commutity. The principal has a strong presence aroung the playground and usually knows each student by name, even though there are over 1,000. My son struggled with some impulsive behavior on the playground and Mr. Lorimer was very helpful in working with him . Parent involvement is valued and there is a strong PTA that works hard to provide additional learning experience for the students.. The office staff is very congenial to parents and students alike. We had a great six years at Buchanan.
—Submitted by a parent
I really don't know why I haven't transfer my son to another school, the teachers are ok i don't have a problem with the teachers we had in the pass or the present, but just want to point that last year a teacher had her dogs on her classroom wich I find that no so professional but that's how it works there, I had to point about the dogs on campus all the time to the principal, to the distric, and guess what people bring their dogs on campus anyway ( big dogs ) and is not so pleasing to see them on top of the picnic tables that children use for lunch, this only happen at buchanan I haven't heard a school that lets dogs inside I don't think tthe school understand about safety... sad,
—Submitted by a parent
I was a fifth grader here three years ago and have to say that the teachers there are great and have a involved PTA. The principal is alright but could become more involved. After third grade they treat you like it's a prison. The teachers are always there to listen. Aside from the principal this is an amazing school.
I feel this school has become a little too focused on what the children do wrong, even if it is a small thing. They should be working on the positive instead of making them feel like bad children. My children are doing fine, but they aren't praised for their amazing things they do, but they have to miss recess if they forget an assignment one time. Who is perfect all the time? Maybe a 3 strikes on missing an assignment could work better? My kids used to love going to school, but they have been going to Buchanan now long enough that they hate it. There are too many kids for the teachers to care and it absolutely shows. I can only imagine the stress teachers undergo with so many children in their classrooms, it just doesn't work for my children!
—Submitted by a parent
My kids still suffer from Post Traumatic Stress Disorder because of their horrible experience at Buchanan years ago. Staff discriminated against the handicapped. Bring a witness when talking to staff or get it in writing. They transferred the teacher that hit me. I should have sued them, after school staff left my daughter unattended, stepped over her, and would not let her get help due to diabetic complications. Instead they made me look like an out of control parent after dealing with their mistreatment for several years in a calm manner. This school also sent kids outside during a major fire when ashes were falling down. I had to contact the health department, which now advises them since they don't know any better.
—Submitted by Tracy Lyons, a parent
My son repeated kinder last year after going to AHES first because i put him in at 4 years old and he made the cut off but really needed to wait another year. So then i put him in Buchanan and he didnt get the recommended teacher frm the other school but i thought this teacher was very enthusiastic and positive in the beginning of the school year. she was receptive to our religion and advised me that she had 16 years experience in teaching however, when time came to make an alternative assignment to holiday creativity that had nothing to do with academics or learning she never asked for my opinion or had him do anything different. She just gave him the samething to do which went against our beliefs and she was very stuck in her way of no way and that is not a good teacher to me because she was not flexible to the needs of the student and parent. I took him out at the end of the year and put him back in Antelope Hills which is so much better and they have high expectations but really work with individual needs!
—Submitted by a parent
My daughter started Buchanan with Kindergarten and is now in 3rd grade. She has excelled with the help of her teachers and staff and she loves school. My son is in Kindergarten this year and he can't wait until the weekends are over and he gets to go back to school. By some magic, he was able to get the same Kinder Duo (McKenzie/Davis) as my daughter and they are phenomenal teachers. Couldn't be happier with where my kids attend school.
—Submitted by a parent
Buchanan is a phenomenal school. We have attended 3 schools in Murrieta with our 4 kids (now aged 21 to 7) and Buchanan is BY FAR the best of all of the ones I have experienced! Teachers, staff and ciriculum are awesome! :)
—Submitted by a parent
Both of my children are having a very positive learning experience at this school. I have nothing but admiration for all of the staff and teachers. Mrs. Miller taught both of my children for their first grade year..she is the best!!
—Submitted by a parent
I have done student participatory work with this school and find the staff and parents to be a great asset to the community and stuents. A great campus with ahost of interactionbetween parents,staff and kids!
My 2 children had an amazing experience at this school. They both started out in Kinder. My oldest completed 3rd and my youngest completed 1st before we moved to the NE area. I always knew the teachers were fantastic at Buchanan. They always went above and beyond when it came to challenging them. I have learned even more how blessed we were to be part of this great school. We can't wait to be located in the area again to be a part of this wonderful school, teachers and students.
—Submitted by a parent
Beautiful. Love that school. Mrs. Hern, she does drama, she is exellent.
—Submitted by a parent
Buchanan Elementary School is awesome. The quality of teachers at this site is incredible and they truly care about the success of every student. There is a very active PTA that does a ton of things for the students and the school as a whole. Both of my children love going to school each day and that is a blessing!
—Submitted by a parent
Great school! The teachers are very well prepared and care about each of the children. My own children love going to school each day and thrive on the challenging curriculum. I would recommend this school to anyone!
—Submitted by a parent
Outstanding School! Great staff, great principal! As a parent, I am very involved. Very pleased my children attend Buchanan.
—Submitted by a parent
Everything about Buchanan rates high in my book! It's an outstanding school and I am proud to have my daughter attending!
—Submitted by a parent
This school is great - my daughter has attended since Kindergarten and is now 4th grade. The principal is strict yet extremely encouraging and every teacher we have had has been outstanding. Lots of extracurricular activities and high PTA presence.
—Submitted by a parent
The teachers at Buchanan are great, for the most part. But like with any thing else in life, you are never going to get 100%. My child is in the 5th grade and my biggest complaint these past few years is that I am never clear on what her assignments are. Unfortunately, either is she. Written instuctions are sent home but they are so vague, you are forced to maintain contact with the teachers so that you know what the child has to produce. Their school newspaper is the same way. Indirect and confusing. The principal, while friendly, is not the sharpest tool in the shed. If there is a problem at school, it is anybody else's fault but theirs.
—Submitted by a parent
Great school, staff is great, I would recomend every Elementary student to go here.
—Submitted by a parent
I am so thrilled with the wonderful loving attentive care my daughter receives from Mrs. Beckley. She is thriving with her positive influence! Thank you!
—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.
162 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
162 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.
165 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
168 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.
179 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
179 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.
153 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
157 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
156 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 59% in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 70% |
| Females | 75% |
| Males | 65% |
| African American | n/a |
| Asian | 73% |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 77% |
| Students with disability | 52% |
| Students with no reported disability | 73% |
| English learner | 56% |
| 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 | 55% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 72% |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 83% |
| Males | 79% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 87% |
| Students with disability | 68% |
| Students with no reported disability | 83% |
| English learner | 69% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 93% |
| 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 | 48% |
| Females | 51% |
| Males | 45% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 60% |
| Students with disability | 32% |
| Students with no reported disability | 49% |
| English learner | n/a |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 24% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 73% |
| Males | 79% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 86% |
| Students with disability | 59% |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 95% |
| 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 | 85% |
| Females | 85% |
| Males | 85% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 90% |
| Students with disability | 58% |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 74% |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 85% |
| Males | 82% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 87% |
| Students with disability | 63% |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 70% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 96% |
| 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 | 69% |
| Females | 77% |
| Males | 60% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 70% |
| Students with disability | 35% |
| Students with no reported disability | 74% |
| English learner | n/a |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 70% |
| Males | 63% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 75% |
| Students with disability | 38% |
| Students with no reported disability | 72% |
| English learner | n/a |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 76% |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 71% |
| Males | 78% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 82% |
| Students with disability | 60% |
| Students with no reported disability | 77% |
| English learner | n/a |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
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 | 44% | 27% | ||
| Hispanic | 37% | 51% | ||
| Asian | 7% | 11% | ||
| Two or more races | 7% | 3% | ||
| Black | 4% | 7% | ||
| Hawaiian Native/Pacific Islander | 1% | 1% | ||
| American Indian/Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 35% | N/A | 54% |
| English language learners 2 | 10% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 72% | 85% | ||
| Filipino (Pilipino or Tagalog) | 7% | 1% | ||
| Vietnamese | 7% | 2% | ||
| Lao | 3% | 0% | ||
| Albanian | 2% | 0% | ||
| Armenian | 2% | 1% | ||
| Korean | 2% | 1% | ||
| Portuguese | 2% | 0% | ||
| Arabic | 1% | 1% | ||
| Farsi (Persian) | 1% | 0% | ||
| Hindi | 1% | 0% | ||
| Ukrainian | 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 | 10 | N/A | 11 |
| Average years teaching | 14 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| School Leader's name |
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| Special schedule |
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| Fax number |
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| Extra learning resources offered |
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40121 Torrey Pines Road
Murrieta,
CA 92563
Website: Click here
Phone: (951) 696-1428
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City Day School
Murrieta, CA
Ysabel Barnett Elementary School
Temecula, CA
Warm Springs Middle School
Murrieta, CA
Alta Murrieta Elementary School
Murrieta, CA
Morningstar Christian Academy
Murrieta, CA
Monte Vista Elementary School
Murrieta, CA
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