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Teacher quality
Principal leadership
Parent involvement
Washington is only getting better! This year the school has started a new program for parents to become more involved called Eagle Eye. Any parent that fills out the proper paperwork, fingerprinting etc. may participate. The objective of the program is to have parent volunteers positioned throughout the school catching students doing something good. Kids love receiving an Eagle Feather as a reward for their positive behavior. I for one appreciate the fact that as a whole Washington is focusing more on the positive than the negative. Thanks again Washington!!
—Submitted by a parent
After reading that last review it amazes me how there are always a few parents out there who get upset when the school doesn't march to their drum-beat. Washington is a great school with administrators, teachers and staff who work tirelessly. Their test scores are good and improving each year. As to the parking and drop off issues, I don't think you can blame the school for city design flaws. It would help if all of us as parents wouldn't wait until the last minute to arrive and drop off kids. I think they try to do the very best that can with what they have. I am very pleased with this school.
Don't send your kid here. Safety is an issue. My kid was physically shoved by an older bigger kid and I complained to principal and vice principal but yet still nothing was done to the kid who shoved my daughter. Also the entry routes to drop off and pick up kids is like 91 freeway. You will be parked in line for a while out on main street just to get on the drop Off/ pick up route for your kid. Looking into private schools in the area. Also testing scores are not so great.
—Submitted by a parent
I have been to many schools and dealt with the office staff. Washington has one of the best staff. They are welcoming to those that enter the office. They are quite helpful to students that come to the office. They really get to know the students. I also like the sense of humor the office staff has. Additionally, the teachers are quite friendly to visitors, more so than many other schools.
This is our first year at Washington. The Office Staff has been welcoming to us from from the beginning. Before school started, I had visited the school a couple of times with questions and they were always helpful and nice. Our kindergartner is in the Dual Immersion Program. She loves the program and is learning so much everyday from her teacher, whom she loves already. So far everything is going wonderfully. The school seems to have programs that will be fun and educational for both the students and parents. Looking forward to a great year.
—Submitted by a parent
I have been with Washington for several years now and I have seen some changes good and bad. The one thing that has not changed is the professionalism of our office staff. The first people you meet when you register your kids in school is the office staff and my kids love them! They want to include them in birthday celebrations lol. My daughter wants a "Barbie Birthday Party" and asked if Barbie could come. lol I came to realize she meant the principal. lol The teachers are outstanding. The many programs they offer are fantastic and my kids love them. Did I say I am also a neighbor to the school? We have a new PTA president this year and I have seen her everyday and many days prior to school opening. When I saw her during summer and she said hi and we talked for quite awhile. She was just checking on the school and was concerned about the increase in the local graffiti and was asking if we had a neighborhood watch in place. OMG!!! I feel like between the office being a place my kids are not afraid to go to and great teachers and a PTA that not only cares for my kids but also my neighborhood! Good job Washington you got the whole package going on!! Keep it up!
—Submitted by a parent
This school has a very diverse population and deals with a lot of outside factors. The teachers do the best they can. They are always offering tutoring and going the extra mile for the students. There are a lot of after school activities and fundraisers. The dual immersion teachers work very hard and do so much extra work to make sure my kids don't fall behind. They are very supportive and friendly. This school is great and I really love the dual immersion staff and program as a whole!
—Submitted by a parent
Love my son's teacher and have had little contact with the principal but from what I've seen she's very professional and friendly...unfortunately I have to agree about the front office staff-they're rude, unfriendly and not once have they made me feel welcomed there! If it wasn't for my son's wonderful teacher I would probably be checking out new schools! Also, tried to get involved in PTA stuff but have felt excluded/same people run it and not really open to newcomers....
—Submitted by a parent
Totally agree that admin are very rude in the front office. The school is okay, but am trying to have a better education for my 2nd grade son & hope to find a better school for him next year. I'm just not fully satisfied with the teachings of facilty. Sounds more like dual immersion gets the upper hand in education at this school.
—Submitted by a parent
Admin Staff is very rude. It's taken me multiple bad experiences with the staff before I wrote this review. The administrative staff; the ones in the front office at Washington Elementary School are two of the most horrible inconsiderate uncaring people I have ever encountered anywhere. I pray my 2 children do not need to come into contact with these 2 individuals. Do they not realize that they are the first faces anyone sees when they go to the school. What happen with introducing yourself; a pleasant smile; how are you today; some kind friendly words; I stop by to drop off an items for my two children; it took 10 minutes to get them to tell me what the protocol was; I had to ask 10 questions to figure out what the protocol was. It could have taken 2-3 minutes. Say something friendly; ask who the person is; who the child is; ask what the purpose of visit is; explain protocol; all that would take 1 minute; instead you made me feel very uncomfortable & unwilling to leave items for my children because YOU could not ensure that someone else could walk into the office & take the item; which was an expensive item that the child needed for school.
—Submitted by a parent
I will not send my son to this school again! I see lots of teachers and parents there have discrimination... Also my son hated the school... Just a not great school.
—Submitted by a parent
My daughter attends to this school and I consider this one of the best schools I've seen in California.... the teachers are totally committed to help the students all the time. My daughter is on 5th grade in the dual immersion program and I'm so happy because she's in the honor roll and she can perfectly speak, read and write two languages, English and Spanish. I love this school and I appreciated all the effort from teachers and stuff to make of this school one of the best ones...
—Submitted by a parent
PARENTS: DO NOT SEND YOUR CHILD TO THIS SCHOOL. Unfortunately many of us don't have much choice, except when the entire community stand up, fight with district for qualified administration, teachers, and this is the only way to make this school better. You're waisting your child;s life otherwise.
—Submitted by a parent
I am one of the luckiest parents in this area to have had the honor of having my two girls in the Dual Immersion Program offered at this school. My oldest who is 9, is at the top of her class reading/writing at a 8th grade english level (GATE Program) and reading/writing at a 5th grade spanish level (she's only in 3rd grade). My youngest who is in kinder is being introduced to another language in which english is our only language we speak in our home. I have been so greatful for the great teachers in this program and highly appreciate what this school has done for my kids! My children's success is not only with their teachers, but with being involved as a parent...team work pays off!
—Submitted by a parent
We've moved from the area and are dissapointed our new school isn't what Washington is. We miss the teachers and the education my son would've gotten if we remained. Good Job. Washington...Keep it up!!
—Submitted by a parent
I am so proud of this school and the incredible improvements they have made. The teachers have really embraced new methods and the leadership by the principal has been refreshing. It is great to see the high scores this school posted after so many mediocre years.
—Submitted by a parent
This school is a big let down. At one time it was a California Distinguished School. And now its just sad! Some of the teachers are really great and then there are others who should not even be around children! Even when there are problems a band aid is put on it and no resolution is made, starting at the top!!
—Submitted by a parent
What is going on in this parking lot?People park in thr red zone so when you are leaving the school you can see past the cars.The last set of principles used to be out in the parking lot be pro active with a mega-phone.Now Nada!People load their kids in the driving loading zone and the princples just watch.Lets keep it safe people and instruct people on the rules instead of just watching people break them.I have never seen a parking system like this one.Last week a mother was parked in the cross walk and kids had to walk around her.Scary!!!!!!!!
—Submitted by a parent
The principle and her staff do not have the safety of the students in mind. The pick-up/drop-off is an absolute mess. The one and only good thing about Washington are some of the teachers.
—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.
117 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
117 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.
97 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
99 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.
129 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
134 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.
137 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
139 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
137 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.
115 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
116 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 86% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
2012
2011
2010
2009
The state average for Math was 52% 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 | 51% |
| Females | 58% |
| Males | 46% |
| 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 |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 66% |
| Students with disability | n/a |
| Students with no reported disability | 53% |
| English learner | 24% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 23% |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | 55% |
| Parent education - declined to state | n/a |
| All Students | 60% |
| Females | 63% |
| Males | 58% |
| 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 |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | 43% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 54% |
| Parent education - high school graduate | 60% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | 64% |
| 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 | 54% |
| Males | 43% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 49% |
| English learner | 7% |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 13% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 75% |
| Males | 61% |
| 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) | 85% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | 40% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 72% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | n/a |
| 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 | 74% |
| Females | 78% |
| Males | 69% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | 50% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 60% |
| Parent education - high school graduate | 68% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 63% |
| All Students | 79% |
| Females | 77% |
| Males | 81% |
| 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 |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | 73% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 68% |
| Parent education - high school graduate | 86% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 79% |
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 | 71% |
| Females | 68% |
| Males | 75% |
| 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) | 89% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | 17% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 57% |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 71% |
| Females | 68% |
| Males | 74% |
| 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) | 77% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | 54% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 59% |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 56% |
| Males | 75% |
| 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) | 83% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | 26% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 93% |
| 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 | 64% |
| Males | 51% |
| 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 |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 58% |
| English learner | 11% |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 57% |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 36% |
| All Students | 55% |
| Females | 57% |
| Males | 53% |
| 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) | 74% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 55% |
| English learner | 6% |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 52% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 36% |
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 |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 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
Grade 6
All students
Female
Male
All students
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
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 | 66% | 51% | ||
| White | 24% | 27% | ||
| Asian | 4% | 11% | ||
| Black | 4% | 7% | ||
| Two or more races | 1% | 3% | ||
| American Indian/Alaska Native | 0% | 1% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 56% | N/A | 54% |
| English language learners 2 | 30% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 96% | 85% | ||
| Arabic | 1% | 1% | ||
| Armenian | 1% | 1% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Vietnamese | 1% | 2% |
| 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 | 11 | 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 |
|
| Special schedule |
|
| Fax number |
|


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1220 West Parkridge Avenue
Norco,
CA 92860
Website: Click here
Phone: (951) 736-3326
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Auburndale Intermediate School
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Parkridge Elementary School
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Norco Elementary School
Norco, CA
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