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Teacher quality
Principal leadership
Parent involvement
Been going to this school for 7 years. We have had only wonderful experiences and teachers until this year. So glad the current principal is leaving, perhaps now the school can get back on track. The PTA is top-notch and we love the parents, kids and this neighboorhood.
—Submitted by a parent
I give this school two stars only because of the academics. It's really not that strong. I know people think it is, but having kids that have come from different schools, it isn't that strong. I have one GATE, and the others have been in just regular classes. Some of the teachers rush through the material, not really teaching very well and it seems that they don't care that they aren't teaching that well either. Many teachers have poor communication. Very few use websites; most don't do monthly newsletters, etc. There are a few absolutely amazing ones! If your child gets one of those you will definetly notice the difference. But most are just okay. They don't really challenge the kids. All of the principals and vp's we've had have been pretty good. One a good note, they have an AMAZING PTA. They are incredibly active, communicate very effectively and run some amazing programs and events. All of my kids have liked this school, in general, there are really good kids with really good families.
—Submitted by a parent
I have to completely disagree with the other parent who said the kids are mean as they get older. We have two children at MH - one in 3rd and one in 6th. Both are in GATE and both have friends in and out of the GATE classroom - no one makes fun of them or teases/bullies/etc. Yes, there are kids who could be more socially graceful, but they are children, so it happens. As for the school, it is large, but the teachers somehow still manage to listen to parent concerns and teach each child. The PTA is very involved and has made it possible to keep library and art in the school. My oldest is in advanced strings and there is an after school Math Olympiads program for advanced mathematics as well! The teachers are extremely responsive and the principal is very involved. The assistant principal really cares about the kids and tries to get to know each one - he is fantastic! We moved to CA from the east coast a couple years ago and while the schools in general out here do not compare in terms of academic rigor and "extras" like true art and music classes, etc., Melinda Heights is the best we have seen for a public school in the area. They go above and beyond peer schools and it shows!
—Submitted by a parent
We have two children at Melinda Heights. Both of our kids love going to school at MH. Our son is in 6th grade and has never had a teacher he didn't like. This school does have a large population, so parent involvement is important and well worth the investment. Just look at the state test scores to see that the children at MH are being taught extremely well. MH continues to have a music program when most schools don't . If we want the best education for our kids, we need to be willing to do whatever we can to make that happen too. I would definitely recommend this school.
—Submitted by a parent
Great staff and great school. The new principal is also very friendly. The donation amounts are not ridiculous, as one review mentioned, and they are not required. With all of the budget cutbacks I am happy to donate to such a loving staff that have helped guide and develop my children. In regards to the reviewer talking about the mean kids, yes, kids can be cruel. However, it is not specific to RSM, nor is it any worse here than in any other city. I highly recommend Melinda Heights, it is one of the best elementary schools in Orange County.
—Submitted by a parent
Beautiful school, ok teachers and pleasant staff. I always felt safe leaving my kids everyday. I was never impressed in the amount of $$ we always had to donate for teacher gifts and field trips. At one point, we were asked to help raise $800 for a camera the class mom thought the teacher wanted. Every year it was the same thing with extraveggent gifts. It got really old. Fields trips were extrememly expensive also, $30+ per student. Lunch provided was excellent, kids got mean and made fun of other kids as they got older but i guess its what to expect in RSM
—Submitted by a parent
Melinda Heights School is an excellent school. While it has a large student population, through the generous support of the parents the school is able to offer a great variety of learning opportunites. As a parent of an SDC student, I am proud to say that our special needs students have inlclusion in all that is offered at Melinda Heights.
—Submitted by a parent
This school is terrific. The principle and the staff are very caring. My son who is now a freshman in high school went to this school for 7 years. My twin daughters went to this school for first grade, 2008-2009 school year. I remembered very morning when I took them to school they always said 'Hi Mr. Rawlings'. Mr. Rawlings is the principle of this school and he always walks around to look out. Mrs. Selby, my twins teacher, was wonderful. Unfortunately, we moved this summer and thus have to move the twins to a different school. I am greatly regret that we moved school. Madison&Nicole Pham's mother.
—Submitted by a parent
I have a son who gradated from this school and one in 3rd, my little one is just atarting. I have been nothing but happy with the staff, the teachers and the coriculum!
—Submitted by a parent
Melinda Heights has been a great school. Mrs. Stone is a fabulous teacher (4th grade). The only issue I see is that Kindergarten has too many students in each class in my opinion. They really rely on paren support or Kindegarten. However, the school as a whole welcomes parents and has tremendous parent involvement.
—Submitted by a parent
When my husband & I bought our home here almost five years ago I was not even really thinking of education, I know, I know! But, lucky me! This school is the best! The Principal, Mr. Rawlings, is always out walking around, the teachers phone home to talk to you, they know you by name, it's like a dream come true! It could not be better, and it shows in my two brilliant girls, ages 7 1/2 & 6. They both read, do math, speak french, can spell, you name it. Thanks Melinda Heights!
—Submitted by Stacey Dolak, a parent
Pros: Truly outstanding teachers & staff, wonderful parent involvement and support Cons: Way too many kids for an elementary school, classrooms often so small it is difficult to move around and upper grades have too many kids in a class, ridiculously tiny library. Music program is minimal and art is strictly the PTA supported Meet the Masters program. Lunch food served is of poor quality. Unfortunately many of these issues can't be dealt with at the school level. There will be a new principal this year so we will see how that goes.
—Submitted by a parent
This school is of a superb caliber. My child has excelled in all ares due to quality of teachers, and overall support and morale enhancement. The parents are very involved and this is truly a neighborhood school, with all administration, teachers and many parent involvement in both academic areas and extracurricular activities... I would highly recommend this school.
—Submitted by a parent
This is a terrific school, we moved a year ago and have missed it dearly. The teachers are terrific and create a fun and exciting learning experiment
—Submitted by a teacher
My daughter has attended Melinda Heights during 4th, 5th and 6th grade. I have been extremely impressed with all of her teachers' level of concern and true care for their students. I've also enjoyed the thoughtful, learning based field trips that have been planned for the students during the school year. All three of her teachers have been readily available to answer questions and/or offer advice on how to manage her education and maximize her success during her elementary school years. It's been a pleasure for her to attend Melinda Heights.
—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.
183 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
183 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.
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
The state average for English Language Arts was 67% in 2012.
181 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
182 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.
179 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
178 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
179 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 59% in 2012.
191 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
191 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 | 81% |
| Females | 84% |
| Males | 77% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 83% |
| Students with disability | 27% |
| Students with no reported disability | 86% |
| English learner | 82% |
| Fluent-English proficient and English only | 81% |
| 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) | 77% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | 89% |
| All Students | 79% |
| Females | 77% |
| Males | 81% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 80% |
| Students with disability | 33% |
| Students with no reported disability | 83% |
| English learner | 71% |
| Fluent-English proficient and English only | 80% |
| 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) | 71% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | 89% |
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 | 88% |
| Females | 93% |
| Males | 84% |
| 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 |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | 93% |
| Fluent-English proficient and English only | 88% |
| 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) | 88% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 95% |
| Females | 97% |
| Males | 93% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 97% |
| English learner | 100% |
| Fluent-English proficient and English only | 95% |
| 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) | 96% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 98% |
| 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 | 93% |
| Females | 94% |
| Males | 93% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | 93% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 93% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 90% |
| Males | 91% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 86% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 87% |
| Females | 92% |
| Males | 84% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 71% |
| Males | 76% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | n/a |
| All Students | 93% |
| Females | 94% |
| Males | 92% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 80% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 97% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 92% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 98% |
| 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 | 84% |
| Females | 87% |
| Males | 81% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 84% |
| Students with disability | 50% |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 68% |
| Males | 65% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 68% |
| Students with disability | 50% |
| Students with no reported disability | 68% |
| English learner | n/a |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 79% |
| 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
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - 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 | ||
|---|---|---|---|---|
| White | 69% | 28% | ||
| Hispanic or Latino | 10% | 49% | ||
| Asian | 9% | 8% | ||
| Filipino | 4% | 3% | ||
| Multiple or No Response | 4% | 3% | ||
| African American | 2% | 7% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 4% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 4% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 44% | 85% | ||
| Korean | 12% | 1% | ||
| All other non-English languages | 8% | 1% | ||
| Vietnamese | 8% | 2% | ||
| French | 5% | 0% | ||
| Farsi (Persian) | 3% | 0% | ||
| Filipino (Pilipino or Tagalog) | 3% | 1% | ||
| Italian | 3% | 0% | ||
| Japanese | 3% | 0% | ||
| Arabic | 2% | 1% | ||
| Cantonese | 2% | 2% | ||
| Dutch | 2% | 0% | ||
| Hindi | 2% | 0% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 2% | 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 | 12 | N/A | 11 |
| Average years teaching | 14 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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21001 Rancho Trabuco
Rancho Santa Margarita,
CA 92688
Website: Click here
Phone: (949) 888-7311
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Montessori at the Park School
Rancho Santa Margarita, CA
Kingdom Life Academy
Rancho Santa Margarita, CA
R. S. M. Montessori Elementary School
Rancho Santa Margarita, CA
Portola Hills Elementary School
Trabuco Canyon, CA
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