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GreatSchools Rating

Dr. J. Michael Mcgrath Elementary School

Public | K-6

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 1 rating
2012:
Based on 1 rating
2011:
Based on 1 rating

Teacher quality

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Parent involvement

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13 reviews of this school


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Posted February 10, 2014

My kids love this school, teachers care about the kids academics, good curriculum, everybody is treated with respect and equality by staff. Love it! more parent involvent needed.
—Submitted by a parent


Posted August 30, 2013

My son is new to the school but so far I feel that the teachers care about the students...I lookforward to the next 3 year's.
—Submitted by a parent


Posted September 24, 2012

My daughter started at McGrath last year for first grade. The teacher's are awesome!!! My daughter loves her school. Mr. Heath, the principal, strives to make McGrath the best school. They have a great music program.
—Submitted by a parent


Posted June 26, 2011

Okay, I attend this school when itfirst opened and was pretty inpressed with the location. I had two teacher, I can only recall Mrs. Cape and thats it I do remember how bog the school was and clean it was, also a straff member that wprked their was my friends mom so it felt good there. Problem was some staff like yard duties where unwatchful and dodnt pay any attention to the children. I know these because while I was there I wasnt so nice. Also once in the restroom a girl feel and the yard duty had me take her to the nurse. The nurse was very angry and took her hand an pulled her away from me. I never meet this girl but I cloud tell she was scared and after the nurse yelled at me for staying with her told me to get out. She didn't want me to leace her alone with the nurse. I moved though in less then 3 months, no because of the school but because I moved to another town. Education there was good and fun to learn also students were kind to each other and pollite.


Posted August 8, 2010

Good points: Very clean and well maintained school. Teachers are fantastic and care about the school and children. The administration is good with their budget and use their dollars for the kids. Great music program. Great class sizes. Bad points: Rules are too strict and kids are expected to be cookie cutters, not individuals. Nurse always seams to be the one on the phone and her English speaking abiliities are sub-par. Some yard duties don't care about the kids, can be neglectful or just pass the problems to the VP/teachers to deal with rather than acting appropriately to avoid or fix an issue (although Mr. Michael is fantastic and really loves the kids). There seems to be a new VP every year. Not the schools fault: Woeful lack of parent involvement. Terrible socio-economic area.
—Submitted by a parent


Posted August 4, 2010

We're new to the area so I began the registration process full of high hopes. Unfortunately, the experience has not been friendly or very welcoming. I brought the info req. only to find out other reg. materials were required and I only had a few days before school began to complete the task. I did try and reg. a few weeks earlier but was turned away and told to return 1 week before classes began. Also, annoying was the VP yelling answers from behind her desk never making eye contact. Not very polite or welcoming. There was very little info available for me such as simple school supply list, dress code info, or a map of the campus. Upon returning with the added paperwork I was struck by how all of the workers behind the desk only spoke Spanish. I'm hoping our next exp. is more positive.
—Submitted by a parent


Posted March 4, 2010

My children started attending McGrath two years ago and I am very pleased with how much they have learned. I read the previous reviews from parents and I couldn't disagree more. Yes they do seem to have many students that are learning English however the teachers that we've had do a great job making sure all student needs are met. They have my students in reading groups based upon their reading levels and spend a lot of extra time teaching extended day and intersession to help students that need extra time. I couldn't be happier!
—Submitted by a parent


Posted July 1, 2007

I could not agree more a great deal of time is wasted in the class room on interpreting I beleive my child is slipping through the cracks of this arrangement she will not be attending Mc grath next fall. This school is great other than this issue they need to put in place a test that requires a child to know a basic level of english or be put in an ESL class, in order to not rob the english speaking students of their fair chance on a quality education. I also think that there should be an after school program, I was told there is one in place for 4th grade and up. I for one beleive that an after school prg. would greatly benefit the children that do not speak english and those children are usually in the primary grades!
—Submitted by a parent


Posted October 5, 2006

There are students attending this school that do not speak basic English. This is obviously an issue for the teachers who have to spend extra time with these students, as well as the non Spanish speaking students who miss out on time with the teachers. The school has hired a 'community liaison' who acts as an interpreter at school meetings. As a part of this program, the school district has had to purchase a set of wireless 'broadcast system' for the interpreter to use during these meetings. The teachers seem great, but they are being put in a difficult situation because there are no real checks to ensure that students and parents are ready for their children to attend school. And no, I am not racist. I just believe that we need Spanish to be a class in school, not the language spoken in school.
—Submitted by a parent


Posted September 28, 2006

Let me start off by saying this school has the best,and most wonderful teachers anyone can ask for. Both my children are students at McGrath, my daughter started this school when it first opened Sept.2003,now she is in the third grade and my son in second grade. This school has been the number one reason why my husband, and I have decided to continue on living in this area. I embrace the fact that this school has zero tolerance for bullies. Academically, I believe teachers are doing their part for students to excel in every subject. On the other hand, this school needs more parent involvement if we want our children, and school to continue with it's success.
—Submitted by a parent


Posted March 30, 2006

Being a newer school I think they are doing pretty good. The PTA conferences are great tool for parents to know more about the kids and how they are doing in school. An area of improvement to assist both parents and teachers will be to give parents a school year schedule where the parents can assist by doing self studies at home to either help the kid catchup with school work or meet the stardard of their peers or even be well prepared for the next class.
—Submitted by a parent


Posted August 5, 2005

This school started off pretty shaky, but seems to get better. The teachers are good, but the students in the classes are not grouped together appropriately. It makes it hard on the teachers to handle and give enough attention to each kid, as most need alot, so some don't get it.
—Submitted by a parent


Posted June 7, 2004

The teachers at this school are wonderful! Although the school was just built and opened this year, the staff has done a wonderful job of educating the students in both academics and proper behavior standards. We love our new home school!
—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.

About these ratings

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 test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

889

Change from
2012 to 2013

-7

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

10 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2013

This school's
API score

889

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

-7

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

9 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

10 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 56% in 2013.

90 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
83%

2011

 
 
69%

2010

 
 
69%
Math

The state average for Math was 65% in 2013.

90 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
93%

2011

 
 
84%

2010

 
 
81%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

103 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
60%

2011

 
 
56%

2010

 
 
49%
Math

The state average for Math was 66% in 2013.

104 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
77%

2011

 
 
77%

2010

 
 
82%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

83 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
80%

2011

 
 
65%

2010

 
 
81%
Math

The state average for Math was 72% in 2013.

83 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
89%

2011

 
 
75%

2010

 
 
90%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

103 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
62%

2011

 
 
79%

2010

 
 
63%
Math

The state average for Math was 65% in 2013.

104 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
83%

2011

 
 
92%

2010

 
 
73%
Science

The state average for Science was 57% in 2013.

103 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
58%

2011

 
 
56%

2010

 
 
43%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

96 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
81%

2011

 
 
83%

2010

 
 
75%
Math

The state average for Math was 55% in 2013.

98 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
83%

2011

 
 
81%

2010

 
 
56%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students64%
Females69%
Males60%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged61%
Not economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability67%
English learner58%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate48%
Parent education - high school graduate64%
Parent education - some college (includes AA degree)85%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students75%
Females76%
Males72%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged73%
Not economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability77%
English learner75%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate69%
Parent education - high school graduate68%
Parent education - some college (includes AA degree)95%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students55%
Females50%
Males60%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged51%
Not economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability57%
English learner45%
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate45%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)80%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students89%
Females87%
Males91%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino88%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged89%
Not economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability89%
English learner91%
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate91%
Parent education - high school graduate81%
Parent education - some college (includes AA degree)95%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students76%
Females78%
Males74%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged70%
Not economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability75%
English learner72%
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate63%
Parent education - high school graduate69%
Parent education - some college (includes AA degree)78%
Parent education - college graduate92%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students90%
Females87%
Males95%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino94%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged89%
Not economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability91%
English learner91%
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate95%
Parent education - high school graduate85%
Parent education - some college (includes AA degree)83%
Parent education - college graduate100%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students83%
Females84%
Males81%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged81%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability84%
English learner72%
Fluent-English proficient and English only94%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate73%
Parent education - high school graduate88%
Parent education - some college (includes AA degree)95%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students89%
Females91%
Males86%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino87%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged88%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability89%
English learner85%
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate88%
Parent education - high school graduate96%
Parent education - some college (includes AA degree)80%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students68%
Females66%
Males69%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged67%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability70%
English learner54%
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate56%
Parent education - high school graduate77%
Parent education - some college (includes AA degree)79%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students77%
Females82%
Males71%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged75%
Not economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability80%
English learner72%
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate67%
Parent education - high school graduate74%
Parent education - some college (includes AA degree)89%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students77%
Females73%
Males81%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino76%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged76%
Not economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability78%
English learner75%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate69%
Parent education - high school graduate74%
Parent education - some college (includes AA degree)89%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
Hispanic 81%
White 9%
Black 5%
Asian 2%
Two or more races 1%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 87%N/AN/A
English language learners 56%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 9%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Let your school shine!

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by verifying community responses, adding program highlights
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School basics

School Leader's name
  • Larry Heath
Fax number
  • (661) 291-4091

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

Apply

To learn more about enrolling, please call the school.
 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
Notice an inaccuracy? Let us know!

21501 Deputy Jake Way
Newhall, CA 91321
Phone: (661) 291-4090

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