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Teacher quality
Principal leadership
Parent involvement
Terrible school! They care more about looking good/ scores than actually making a diffrence for a child. The teachers all gossip among each other, and have their favorites that include parents and students. Parking is a nightmare, Office staff are rude and preoccupied with their own personal agenda and most impostantly my son is being robbed of a descent education. I only transfered him here because the school was closer to our new apt, but I cant wait until this school year is over because he will be returning to his old school where he was a top honor student and achieved higher than average scores on state testing. I'll be fair and say that the school is good for social activities and bringing in/ asking for money, but they really need to balnce it with putting education first.
—Submitted by a parent
If you are looking at schools in Rancho Cucamonga, Coyote Canyon is an excellent school. Not only is the campus beautiful but the school has many wonderful teachers and parents. I understand that a few parents out of 750+ students have had bad experiences and usually those are the ones that post comments because of their frustration. You need to check out the school and decide for yourself. I have felt so welcome at the school this year. They have a lot of different ways to get involved. Coming from a lower performing area, I have been blown away at how the students are performing at a high level. The principal, office, volunteer coordinator, and teacher have made this a great experience. I recommend getting involved. Did I mention the API scores are close to 900. That is pretty amazing. This year my child jumped 2 grade levels in reading and it excelling. I moved to Rancho because of the schools and I have been very happy with my choice.
—Submitted by a parent
My son attended this school K-4 2005-2010.He did very well academically but not well socially. He would shut down in the classroom, hide under desks when frustrated and could not make any friends. Every teacher he had complained about his behavior. He even had a group of bullies who left bruises on him and made each day a living hell for him. When I complained to the current principle, she said my son was asking for attention from these bullies and that he himself was a bully. I finally had my son psychologically evaluated due to severe depression from all of this and he was diagnosed with Asperger Syndrome, a form of Autism. Why did this Principle and her staff of teachers not notice my characteristics could possibly be Autistic? Since these teachers spend time with children most of the day, they should be trained in this type of behavior in order to advise parents of their observations and also to protect the child. It's a shame. My son could have taken behavioral/pragmatics classes to prepare him for middle school.
—Submitted by a parent
Not very happy with the school. I agree with the poster that stated her children are not being adequately prepared. They aren't. The minute I can get my child out of here, I'm getting her out. The campus is dirty, the rules are arbitrarily enforced - my child is also getting A's in this school but I check her homework and I know she is not being challenged and that she is not being given an adequate education. The principal sends home grammatically incorrect memos.... not a good school.
—Submitted by a parent
I LOVE THIS SCHOOL!!! LOVE IT!!! Did I mention that I love this school -lol. We transfered from David Long and oh my goodness what a different atmosphere CC has. Where do I begin to brag about this school.The Principal is beyond exellent, awesome and amazing. I could just go and on and on. I mean she loves kids and has a heart for the underdog. The staff looks out for the children and wants them to learn. Mrs. Pastor was teacher of the year and I am so glad she'll be a Ruth M. I wish it didn't end at 4th grade, but I am just so thankful that we had this opportunity. This school was an answer to prayer.
—Submitted by a parent
I wrote the previous comment, and I was and am a very involved parent. My daughter was receiving A's and B's at coyote canyon. When she started the new school C's and D's, because she had no idea what was going on. These concepts were never touched, Coyote Canyon was so far behind. She has since caught up and made honor roll at her Alta Loma school district school. I have also met several parents with the same situation, they leave Coyote thinking the kids know what they should, and find out how far behind they actually are.
—Submitted by a parent
My son went to kindergarten at coyote canyon on 2009-2010, it was not a very good year for him because the teacher kept on asking us to get him out of school, because he was not ready. It turns out he was autistic. I wish you good luck. Remember if you don't ask they will not tell you.
—Submitted by a parent
I recently moved to the area, my daughter is going to Coyote Canyon Elementry in August. She will start Kindgarden and needed to know if there are any recommendation. Much Thank......
this school has an ecellent staff that are willing to help children be educated for the future
—Submitted by a parent
My 13 year old attended this school K-4 and loved it. My 5year old started kinder this year with Mrs. Maylad and absolutly loves school. The staff at Coyote Canyon is the best. My 13yr old was one of their first diabetics and the staff was GREAT! I highly recommend COYOTE CANYON! Refering to cmmt dated 4/26/06 - FYI- the 5th graders ARE NOT 'shuffled off to deal with 7th/8th graders.' My eldest is at Ruth Musser middle school & doing great. All grades are seperated for the most part. Some parents should do their research B 4 making such comments. Coyote Canyon is Awsome!
—Submitted by a parent
My son attended This school from 2nd grade to 4th grade. We loved this school the teachers were very helpful and patient with our sons learning disability. The school has pride and respect for one another is very important. My son has only fond memeries of his three years at Coyote Canyon. We have moved to the Seattle area now and I'm sad to say the schools do not meet my expectations the way they did in Coyote Canyon.
—Submitted by a parent
My son just started kinder here with Mrs. Calamusa. We could not be happier ! He loves going to school everyday and actually enjoys doing his homework ! I was initially hesistant with him attending kinder with his late bday and 'hyperactivity', but he's already learning to read and knows all his letters in sign !
—Submitted by a parent
Academic Programs at this school are top notch...extracurricular activities are definitely lacking and there are way to many students for this school teaching only K-4th. Disappointed that it only goes to 4th grade and students are then shuffled off to a middle school to deal with 7th and 8th graders as 5th graders.
—Submitted by a parent
My girls attend Coyote canyon. The teachers and the principal are great! The only thing we don't like is the location of the school. If this school was in the Alta Loma area, it be a 5 star school for me and my family.
—Submitted by a parent
My daughter attended coyote canyan for 2 yrs. The teachers are excellant. The only bad thing is the location. Its a very open campass.
—Submitted by a parent
My two boys attend Coyote Canyon and I adore this school. I love the staff and the principal is awesome! The teachers have challenged my boys and keep them right on track. I am very pleased with their grades and look forward to this upcoming year!
—Submitted by Tisha James-Sweet, a parent
We recently moved to Rancho Cucamonga and are so happy with our daughter's new school. Upon arriving the friendly principal took us on a school tour and told us all about the school. Our daughter loves her new teacher and we can't believe how much she is learning. Coyote Canyon is a great school.
—Submitted by a parent
We've just recently moved here and my child is in the 4th grade - we received a personal tour of the entire school by the principal herself, and the staff has been fantastic. I'm extremely pleased with their reading program - children are able to go to the library daily if they choose to, and test on the content of each book they read to ensure that their comprehension is high and that they're challenged, but not frustrated with what they're reading. Impressive!
—Submitted by a parent
As long as the parents are involved witht heir students learning & do not count on the school to 'raise' their children, a good education can be achieved. Being an artist myself, I would prefer more classes on the arts, but understand that this also must be provided at the home by the parents in addition to what is learned at school.
—Submitted by a parent
My daughter is in Mrs Hupp's Kindergarten class and she is so excited about school that she is disappointed on Saturday when she doesn't have school. She wants to read all the time and she plays 'school' at home. Thank you Mrs. Hupp for the creativity that you use in teaching our children and encouraging them to learn.
—Submitted by Lori Schwermer, 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.
165 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
165 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.
142 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
144 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.
142 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
142 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 56% |
| Females | 54% |
| Males | 57% |
| African American | 36% |
| Asian | 85% |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 58% |
| English learner | 50% |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | 29% |
| All Students | 64% |
| Females | 57% |
| Males | 69% |
| African American | 59% |
| Asian | 77% |
| Filipino | n/a |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | 50% |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 73% |
| 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 | 56% |
| Females | 55% |
| Males | 58% |
| African American | 45% |
| Asian | n/a |
| Filipino | 73% |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 54% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 59% |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | 50% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | 57% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 77% |
| Males | 91% |
| African American | 77% |
| Asian | n/a |
| Filipino | 100% |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | 91% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 78% |
| 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 | 79% |
| Females | 85% |
| Males | 72% |
| African American | 68% |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | 88% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 75% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 75% |
| All Students | 77% |
| Females | 80% |
| Males | 75% |
| African American | 68% |
| Asian | 73% |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | 88% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 75% |
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
All students
Female
Male
All students
African American
Asian
Filipino
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
Gifted and talented
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 32% | 49% | ||
| White | 25% | 28% | ||
| Multiple or No Response | 21% | 3% | ||
| African American | 10% | 7% | ||
| Asian | 8% | 8% | ||
| Filipino | 4% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 16% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 37% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 55% | 85% | ||
| Korean | 10% | 1% | ||
| Arabic | 6% | 1% | ||
| Filipino (Pilipino or Tagalog) | 6% | 1% | ||
| Mandarin (Putonghua) | 4% | 1% | ||
| All other non-English languages | 3% | 1% | ||
| Indonesian | 3% | 0% | ||
| Punjabi | 2% | 1% | ||
| Urdu | 2% | 0% | ||
| Albanian | 1% | 0% | ||
| Cantonese | 1% | 2% | ||
| French | 1% | 0% | ||
| German | 1% | 0% | ||
| Greek | 1% | 0% | ||
| Gujarati | 1% | 0% | ||
| Japanese | 1% | 0% | ||
| Thai | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 24 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 13 | N/A | 11 |
| Average years teaching | 15 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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7889 Elm Avenue
Rancho Cucamonga,
CA 91730
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Phone: (909) 980-4743
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