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GreatSchools Rating

George Washington Charter School

Charter | K-5

 
 

Living in Palm Desert

Situated in a suburban neighborhood. The median home value is $211,500. The average monthly rent for a 2 bedroom apartment is $1,050.

Source: Sperling's Best Places
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 4 ratings
2013:
Based on 13 ratings
2012:
No new ratings
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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26 reviews of this school


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Posted June 25, 2014

Wow! This school is amazing! I am very proud and honored to have my daughter attending here and I have had nothing but positive experiences with the teachers, counselor, and principal. Even when I got in trouble and had to have a meeting with my daughter, husband, and principal for her frequent lateness one year, I felt very proud of how it was handled by Mr. Lehmann. We were being held accountable respectfully yet seriously, and had to sign a contract to improve the matter, and we did :). As for the office staff they can be curt and cold, but it isn't always that way. It can be unnerving, but I brush it off as they are good at their jobs and are good to my daughter. The teachers and staff are hard working, caring, and all share the same goal and thats to give your child a great education and learning experience and I believe that every year that is achieved for the vast majority of their students. I am not close with any of the parents at the school, but the ones who volunteer are always nice and welcoming and I have yet to experience the cliques that were mentioned in comments below and I hope I never do. As for the fundraising I think its great and very beneficial.
—Submitted by a parent


Posted June 2, 2014

WCS is an amazing school. I have a child with mild special needs and the teachers and the school counselor are willing to work with myself and our OT. My other child is not a quick learner and her teachers have been amazing working with us to keep her moving at the same pass of the class and does not make her feel bad or awkward.
—Submitted by a parent


Posted February 27, 2014

It's pretty simple, if your child can fit within the WCS mold and you can stomach the social jockeying and labeling, this school is great. However, if your child is struggling or has innate differences, it can be a very cruel place. Try to avoid the front office and the gossip moms who are parked there much of the day (literally).
—Submitted by a parent


Posted February 13, 2014

Is your child different? Quirky? Creative? Special needs? This is NOT the place for them. You will quickly learn that children (& parents) outside of the "norm" are less than welcome. Two teachers, and the school counselor, suggested retention and actually used the word "lazy" in describing my child, said they wanted to help, but offered zero solutions. Very quick to blame child and parents. Three way conversation via speaker phone with my child and the principal. Principal accused my child of lying, "I find it impossible to believe that you're reading so much yet have taken no AR tests. How is that possible?" Made no difference that my child was reading a large book at that time. Gossip/passive-aggressive/cliquey behavior from parents/staff who are old enough to know better. Many students are quick to exclude different kids from non-class activities. My child went from smiling and open to being withdrawn and sad. Heartbreaking that a school will not (cannot?) properly address children outside of the norm, and have little problem crushing a child's spirit for API scores. Improvements? Study and implement Finland's school structure, for true quality in education & learning.


Posted November 3, 2013

Gossip is a problem at this school. I've witnessed it in the front office with staff, self-important parents and teachers alike. Sadly, the subjects have no recourse and tend to be labeled as troublemakers. As long as you can avoid the "line of fire", you can have a positive experience at this school. I've found that the teachers who are not the most "popular" ones tend have better critical thinking skills and are more effective educators. The fundraising does provide extra programs and activities.
—Submitted by a parent


Posted October 30, 2013

We enjoy the school and the staff. The ladies in the front office are always polite to us. We never worry about the fundraising and it's never been an issue we have noticed over the last six years. Best school by far and staff is always nice.
—Submitted by a parent


Posted October 28, 2013

The truth is that all it matters is if you donate money at all times ( by the way it doesn't matter if you put many hours at the school helping in the classroom as a parent volunteer ), and also if you become good friends with the teachers. Some of the teachers are fair but others are not. Too bad Mr. Lehman who is an excellent principal is unawared of this issue. This will help your child get the top awards. If your child gets better scores on their Star testing and their academics well too bad!!! What counts is how much money you give and who you are friends with. So sad for the children that actually deserved high academic excellence. After all their scores help the school rankings. They make the school look good!!!!!
—Submitted by a parent


Posted October 15, 2013

soo soo true about the office staff. They ruin an otherwise nice school. Agreed ..they are both so passive aggressive and very unpleasant. Everyone I speak with has had awful experiences with both front staff members, makes for an unfortunate supposed "welcoming and helping" initial school presence. Maybe everyone complaining on here is not the way to change the problem. I suppose nothing can be done, since obviously the higher ups are aware of this too. Maybe nobody, except school parents who have to deal with this all the time, care about it! The teachers are very helpful and do a great job, and there is a lot to offer the children. Class size was supposed to go down, but didn't really see that happen.
—Submitted by a parent


Posted September 5, 2013

We are proud of the school and understand why fundraising is important. It's worth it for the kids. The school has always been transparent about how they raise money for the programs. Parents know this before the enroll and I hope it continues to be successful. We appreciate the staff and volunteers dedication - a big thank you. Truly a wonderful school.
—Submitted by a parent


Posted September 4, 2013

So much for being honest and posting your exp. as stated by the person who wrote the last two posts. Think about taking your child elsewhere. Se this is what you get if you voice your honest opinion. Unfortunately, at WCS some parents are very clickish and think they themselves are attending WCS. The front office staff is very negative and passive aggressive. I avoid it. As for the school. Keep quiet about the fake bake immaturity. Go along, donate money every other day and let them double dip on transportation.
—Submitted by a parent


Posted September 1, 2013

I have sent my two boys to this school, and even though it has made many changes throughout our time there, one thing remains constant, they will do whatever is best of the student. Teachers and staff are very dedicated and proud. It has been one incredible and terrific experience for my kids and our family.
—Submitted by a parent


Posted July 31, 2013

This school is very "tight", criticism is not going to be well received. However, there are legitimate problems in the front office. It's especially annoying when the person being rude is the same voice on automated phone calls reminding parents of fundraising events. Instead of making excuses for the behavior it would only benefit the school to address the issue.
—Submitted by a parent


Posted June 12, 2013

Amazing!!!! This school is hands down the best school that this valley has to offer. The staff is so supportive and truly care about your child's education. They do so much to help your child. They offer so many extra activities that gives your child a head start above the rest. Thank you to WCS for giving my children the best education and experience. Thank you for allowing me to be such a huge part of my child's growth at school.
—Submitted by a parent


Posted June 9, 2013

This a great school just getting better (I'm going to ignore those below whose primary experience of their child's school is how much time the office staff has to chat with the parent, other than to say they've added a third {wonderful} office staff so the other two are no not so overworked.) Not only does this school excel in academics, such as sending teams to the STATE science fair and the WORLD Odyssey of the Mind Championship, but they are REDUCING class sizes so everyone gets a better education, and they have placed multiple laptops in every classroom. I'm so proud my children go here.
—Submitted by a parent


Posted March 17, 2013

I have to comment on reading the recent posts. School is what you, as a parent, put into it. If you have a problem with the office staff, look at how you are communicating to them? Are you kind and pleasant or are you irritated when you enter the office? They are doing an excellent job at dealing with parents and I cannot believe people would single out the ladies like this. I am surprised that this website actually posted your mean comments. I have seen the behavior talked about, but it usually happens when the phones are ringing and chaos is going on in the office. Get over it, they are human. Give the front staff a break. Also, you want your child to have the best education from a public school, then fund raisers are necessary. Complain to the powers in Sacramento, not Washington Charter. So the next time you have to interact with the front office, try to be more understanding of the fact you are one parent out of hundreds that they see everyday. My son has been a student here for 5 yrs now and we have had ups and downs and the support of the staff has been great!!! So instead of being a complainer, take a moment and think about a more positive solution.
—Submitted by a parent


Posted February 20, 2013

I agree with the complaint below. My, my husband's, & fellow parents/friends have experienced very negative experiences from the front office, specifically w/Ellie and Mr. Lehman. We parents have expressed among ourselves how we were certainly "wooed" by this same staff when applying for this great school (& I do believe it is a great school), but the moment we were accepted, we felt completed abandoned as NEW parents. Front office is impatient & extremely condescending to any parent w/questions--particularly when taking OUR time to come in & verify vague &/or contradicting notices sent home en mass. I understand & appreciate bad days, but the front office interaction is too consistently negative to simply having a bad day. They do send home a lot of fund raising, money request...even using "no weekly homework" for your child if he/she can donate, etc. My husband & I are fairly active volunteers in class/campus as well as parent club events. My ONLY complaint lies with the front office staff & their rude behaviour. They have "No Bullying" motto & "Ridicule Free Zone" signs, yet they treat parents to the point of feeling bullied. Teaching staff however is EXCELLENT--no complaints!
—Submitted by a parent


Posted February 19, 2013

I am going to tell you the honest truth about this school. The front office staff is completely rude. Fran has no people skills at all in fact I have witnessed her raise her voice to seniors that are visiting their grandchildren for an event. Ellie has ran out of her office to yell at a helpless single disable mother that was parking near the teacher spaces. She ran out of her office! Not in her job description and is a bully. The school asks for money two three times a week, you get recorded phone calls with Fran's voice reminding you of money or money donated events. The school's kindergarden gives homework for reading even though they have not learned any reading skills. Very money driven school that has women participating in the dail fashion show, which is actually the time to pick up their children.
—Submitted by a parent


Posted December 23, 2011

All four of my kids attended WCS. Because of the parent club and charter curriculum, it provides music, arts, computer labs, reading labs. The school provides full music programs. The campus was completely rebuilt in 2006. The principal knows not only each of the 720 students by name as he welcomes each student to school as they enter the parking lot, he knows their parents by name as well. He leads the faculty and staff by example and is an excellent leader. This is a public charter school, but has the feel of a private education.
—Submitted by a parent


Posted October 21, 2009

An excellent school with caring, helpful facualty. Great music program, on-site counseling services and great parental involvment. Highest API scores of all area elementary schools in the Coachella Valley.
—Submitted by a parent


Posted October 8, 2009

Great curriculum, highest score in valley for california test. excellent teachers, very concerned and attentive principal and staff.
—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

906

Change from
2012 to 2013

-21

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

9 / 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

906

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

-21

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 2011 and Spring 2012. 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)

10 / 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)

9 / 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.

137 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
76%

2011

 
 
80%

2010

 
 
69%
Math

The state average for Math was 65% in 2013.

136 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
79%

2011

 
 
86%

2010

 
 
79%
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.

129 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
67%

2011

 
 
59%

2010

 
 
80%
Math

The state average for Math was 66% in 2013.

134 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
94%

2011

 
 
84%

2010

 
 
89%
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.

119 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
96%

2011

 
 
90%

2010

 
 
91%
Math

The state average for Math was 72% in 2013.

118 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
97%

2011

 
 
97%

2010

 
 
96%
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.

114 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
88%

2011

 
 
90%

2010

 
 
88%
Math

The state average for Math was 65% in 2013.

116 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
84%

2011

 
 
88%

2010

 
 
83%
Science

The state average for Science was 57% in 2013.

114 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
87%

2011

 
 
83%

2010

 
 
79%
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 Students73%
Females83%
Males64%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged54%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability77%
English learner54%
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate31%
Parent education - high school graduate64%
Parent education - some college (includes AA degree)61%
Parent education - college graduate86%
Parent education - graduate school/post graduate87%
Parent education - declined to state78%

Math

All Students77%
Females83%
Males71%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged68%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability79%
English learner72%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate46%
Parent education - high school graduate73%
Parent education - some college (includes AA degree)64%
Parent education - college graduate86%
Parent education - graduate school/post graduate87%
Parent education - declined to state82%
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 Students66%
Females65%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged46%
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability67%
English learner45%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate46%
Parent education - some college (includes AA degree)63%
Parent education - college graduate72%
Parent education - graduate school/post graduate69%
Parent education - declined to staten/a

Math

All Students79%
Females78%
Males79%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged67%
Non-economically disadvantaged82%
Students with disability36%
Students with no reported disability82%
English learner82%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate77%
Parent education - some college (includes AA degree)75%
Parent education - college graduate71%
Parent education - graduate school/post graduate92%
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 Students94%
Females97%
Males92%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino96%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantaged89%
Non-economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only94%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)92%
Parent education - college graduate94%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Math

All Students99%
Females98%
Males98%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino96%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged97%
Non-economically disadvantaged99%
Students with disabilityn/a
Students with no reported disability99%
English learnern/a
Fluent-English proficient and English only99%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)100%
Parent education - college graduate100%
Parent education - graduate school/post graduate97%
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 Students85%
Females89%
Males83%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged77%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate82%
Parent education - some college (includes AA degree)71%
Parent education - college graduate91%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a

Math

All Students82%
Females82%
Males80%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino66%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged66%
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate75%
Parent education - some college (includes AA degree)81%
Parent education - college graduate82%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

Science

All Students79%
Females76%
Males82%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged70%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate82%
Parent education - some college (includes AA degree)81%
Parent education - college graduate78%
Parent education - graduate school/post graduate82%
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 State average
White 63% 26%
Hispanic 29% 52%
Two or more races 5% 3%
Asian or Asian/Pacific Islander 3% 11%
Black 1% 6%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 128%N/A54%
Female 249%N/A48%
Male 251%N/A51%
Source: 1 NCES, 2010-2011
Source: 2 NCES, 2011-2012

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: CRDC, 2011-2012

This school has not yet provided program information.


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45-768 Portola Avenue
Palm Desert, CA 92260
Website: Click here
Phone: (760) 862-4350

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