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Teacher quality
Principal leadership
Parent involvement
Lincoln Elementary is a wonderful school with a forward thinking principal and many great teachers. We have had our children attending Lincoln for two years now and couldn't be happier. The staff really exceeds at everything they do from encouraging students to become better learners to helping students develop an interest in music and science. They also sponsor field trips to colleges which is very smart. The children are already thinking and expecting to attend a university in the future. We are so glad to be a part of this community.
—Submitted by a parent
Lincoln Elementary has been called "the NEW best school in Redondo". In the last few years it has been completely overhauled, new young/smart principal, new facilities and the latest technology to relate to the parents and kids. The parent involvement is amazing, the teachers truely take the time to work with every student and Principal Winkler is available not only to the parents but for his staff, and students. I have seen him at the morning drop off personally OPENING car doors for kids being dropped off at the valet station and welcoming them to school. If you want your child to exceed any expectations and be a part of a lively, smart, technologically savvy then Lincoln is where you want to be. ***Also it must be mentioned that on the campus of Lincoln is a BRAND NEW, state of the art Child Development Center (CDC), complete with a/c , heat etc and was part of the new California LEED ( green ) building initiative built in 2011. This is a stunning facility: no old carpet, no moldy walls, no lead paint, or dingy lighting. This is a HUGE plus if your child needs to spend any time in child care after school. 10 of 10 for Lincoln.
—Submitted by a parent
The teachers are dedicated and have an excellent reputation, as many parents know several grades' worth by name and can offer detailed positive feedback. Parents are very involved in this community.
—Submitted by a parent
they offer so many opportunities outside of regular school curriculum.... the teachers are ver involved and genuinely seem to care.
—Submitted by a parent
Lincoln is a great school. Very community involved. Teachers seem dedicated. A few issues I had with the school though is that the teachers sometimes seemed overwhelmed and unable to focus on individual kids. My child was already reading, writing, adding and subtracting when she went into kindergarten and those talents were not capitalized on. It was like she was almost punished for being smart. What I mean by that is she was forced to wait for the rest of the class to catch up to her level of understanding versus nurturing her advanced level. She was literally bored during the day. Also the PTA meetings are on Thursday afternoons at 2pm? What working parent is able to attend a PTA meeting on a Thursday at 2? I want to be more involved vs just give money but was given the cold shoulder when I asked about the meetings.
—Submitted by a parent
Lincoln is a great school...great teachers, great staff, my son has learn so much...
—Submitted by a parent
Lincoln is an outstanding school. My daughter loves her school and teachers. I am impressed with the caliber of my daughter's teachers and with the superb job they have been doing. Parental involvement is tremendous. The principal, Ms. Leddel, seems to be fairly accessible, involved and capable. My only complaint is that the CDC (Child Development Center) associated with this school is old and rundown. The organization of summer activities has been quite poor overall, however the program throughout the school year is quite good. In all fairness, the CDC has recently undergone recent changes in staff and policies and perhaps these issues shall be corrected soon.
—Submitted by a parent
Great teachers, great administration and FABULOUS diversity in student body!
—Submitted by a parent
I love Lincoln. The teachers are dedicated and truly care about the students. The office staff is very friendly and the PTA programs are wonderful! The principal is not easily acceptable and generally appears frazzled. There seems to be a dis-connect between her and the school.
—Submitted by a parent
This is a fantastic school. The teachers are great and care about the kids, the parents are active, and the students achieve very well on standardized tests.
—Submitted by a parent
We love the new principal! We love this school! The teachers are wonderful!
—Submitted by a parent
Our experience with Lincoln is somewhat limited as our daughter is in Kindergarten. From what we have observed, Lincoln is an outstanding school. The principal, Ms. Cunin, is not only easily accessible, but very involved, capable and relentless in her mission to educate the students. She not only knows all the students by name but has been seen weeding the front lawn of the school on the weekends. I cannot say enough about my daughter s teachers and have been very impressed with the superb job they have been doing. My daughter loves her school. Parent involvement seems to be quite high.
—Submitted by Anne Wagner, a parent
Our kids love going to school at Lincoln. Ms. Cunin has retained good teachers, brought in new, strong teachers, and has continued to provide an environment where teachers seem to feel empowered to reach for the stars. The innovations in we've seen in the classroom and evaluation methods make us very excited about this, and the coming years for our children. The personality of the school is set by the principal, and reflected in the teachers, and this school continues to lead the district, as well as the local area in improvements and innovations.
—Submitted by a parent
My children have been attending Lincoln for 9 years now and we love it. The new principal is wonderful and I cannot say enough about the teachers. They have so much commitment to the students to make sure they get the most out of the education they are learning. The parents that are involved w/ the PTA are superb but we need more to step up.
—Submitted by Michele K., a parent
Lincoln is an outstanding school. I think the new principal Kristie Cunin is great. She has created a lot of energy and enthusiasm at the school. I feel like my son, who is now in his 4th year at Lincoln has received a good education, with appropriate attention and support in all areas.
—Submitted by a parent
It seems that all of the kindergarten parents are the only ones truly happy with Lincoln, and the principal. The teachers are Fantastic, and some of the best around. The PTA is very evolved, but seems to only consist of about 1/10 of the parents. Good school which could be so much more with a better leader.
—Submitted by a parent
I have been very happy to have my son at Lincoln School. He just completed kindergarten and loved school. He is excited about starting 1st grade this week. I am very impressed with the teachers that I've come across and am pleased with the direction that the new principal Kristie Cunin is taking the school. I have found her to be approachable and responsive. I also feel that high parental involvement is a good thing--not a negative.
—Submitted by a parent
Lincoln elementary used to be a great place to be. It was a home to many students in our community. Since the new principal, Kristie Cunin has arrived much of that has changed. She is extremely unapproachable.
—Submitted by a parent
Lincoln is the best school in Redondo Beach. We have wonderful teachers, staff and a terrific Principal. Our principal,Kristi Cunin, is very dedicated to her students, staff, and keeping this a family environment. As you walk down the halls, Mrs. Cunin is always walking around and knows the students by name. My daughter loves to go to school. She has excelled at rates that I can't imagine. The teaching staff is Excellent. From Kindergarten to 6th grade all the teachers are dedicated to helping our students learn in a happy fun environment.
—Submitted by a parent
Lincoln is a good school that is trying to become a great school. The driving force behind the school's quest for excellence is the principal, Kristie Cunin. She works endlessly to provide a superior education for our children. Parent involvement is very high. Since there is never enough money, our parent/teacher organization is crucial to the success of our school. One of our best programs, Hands on Art, is run by the PTA and parent volunteers. Almost all of the teachers are excellent and work hard to help each child succeed. We are very happy that our children can attend Lincoln.
—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.
94 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
94 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.
84 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
86 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.
102 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
104 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.
77 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
80 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
78 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.
2012
2011
2010
2009
The state average for Math was 55% 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 | 79% |
| Males | 84% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| 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) | 58% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 94% |
| 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 | 92% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 92% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| 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) | 75% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 97% |
| 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 | 78% |
| Females | 84% |
| Males | 75% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 84% |
| Students with disability | 64% |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| 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) | 69% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 88% |
| Males | 81% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 88% |
| Students with disability | 77% |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| 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) | 83% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 91% |
| 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 | 92% |
| Females | 96% |
| Males | 88% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 94% |
| Students with disability | 86% |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 95% |
| 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) | 84% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 88% |
| Males | 79% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 89% |
| Students with disability | 87% |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| 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 | 91% |
| Parent education - graduate school/post graduate | 96% |
| 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 | 78% |
| Females | 79% |
| Males | 77% |
| 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) | 86% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | n/a |
| 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) | 56% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 78% |
| Males | 71% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| 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) | 60% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 75% |
| Males | 77% |
| 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 |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| 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) | 63% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 84% |
| 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 | 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
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
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
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 51% | 28% | ||
| Hispanic or Latino | 25% | 49% | ||
| Asian | 12% | 8% | ||
| African American | 6% | 7% | ||
| Filipino | 3% | 3% | ||
| Pacific Islander | 2% | 1% | ||
| Multiple or No Response | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 11% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 24% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 52% | 85% | ||
| Vietnamese | 10% | 2% | ||
| Japanese | 6% | 0% | ||
| All other non-English languages | 4% | 1% | ||
| Pashto | 4% | 0% | ||
| Arabic | 3% | 1% | ||
| Armenian | 3% | 1% | ||
| Cantonese | 3% | 2% | ||
| Farsi (Persian) | 3% | 0% | ||
| Portuguese | 3% | 0% | ||
| Russian | 3% | 0% | ||
| French | 1% | 0% | ||
| German | 1% | 0% | ||
| Rumanian | 1% | 0% | ||
| Thai | 1% | 0% | ||
| Urdu | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 21 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 7 | N/A | 11 |
| Average years teaching | 9 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 97% | N/A | 96% |
| Emergency credential or waiver | 3% | N/A | 2% |
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2223 Plant Avenue
Redondo Beach,
CA 90278
Website: Click here
Phone: (310) 798-8646
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Redondo Beach, CA
Magic Rainbow Preschool
Manhattan Beach, CA
Manhattan Academy
Manhattan Beach, CA
Manhattan Academy
Manhattan Beach, CA
Manhattan Academy
Manhattan Beach, CA
Del Sol / Via Pacifica School
Manhattan Beach, CA
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