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Ramona High School

Public | 9-12

 

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Living in Riverside

Situated in a suburban neighborhood. The median home value is $165,000. The average monthly rent for a 2 bedroom apartment is $1,090.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

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

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Principal leadership

Parent involvement

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27 reviews of this school


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Posted August 8, 2013

Ramona High School is a great school and has so many kind, generous people, both students and teachers. I would recommend Ramona to any student in High School, whether just beginning or are close to the end (:
—Submitted by a student


Posted February 27, 2012

ramona high--- it great and teachers care and show it too the students are friendly and are always ready fro a challenge i love this school the former principal has let which is unfortunate but Ramona is looking towards a bright future
—Submitted by a student


Posted June 11, 2009

Romona High has brought out the best in my Daughter, their teaching techniques are most favorable and give the personal attention to students, boosting their self confidence in order to achieve their best.
—Submitted by a parent


Posted January 31, 2009

I believe that Ramona is the greatest school in our district. My mom and I cannot get over the success of AVID and the high rate of students that are accepted into a four-year university. Ramona has been a spectacular school so far, and I believe it will be in the future. :]
—Submitted by a student


Posted January 7, 2009

I have had two daughter graduate from this school and the whole time they were enrolled at ramona i never had any problems. In fact the teachers always put their students first and it was always, always possible to speak to a counsler or anyother person in charge. If i left a message for a call back i recieved a response that same day or early the next. Thank you staff at ramona high you are the ones who make it work!!
—Submitted by a parent


Posted November 4, 2008

It is an exellent school and evrything is awesome about it so go ramona high!!!
—Submitted by a student


Posted July 10, 2008

i am a freshmen,and ramona is 1 of the most excepting,caring and safe high schools in ramona.the staff all have positive attitudes,and are always there to lend a hand.the sport and art programs are very fullfilling and could easily put other schools to shame.and about the claim of there being gangs at the school,..theyre gone now that was the past.students have move ways to outlet they energy ang thoughts.also the counselors are always willing to help through a rough patch in life........Ramona Ram Pride!!! (: (:
—Submitted by a student


Posted June 12, 2008

Ramona was a great high school. I graduated in 2003 and went on to attend a private university. The AVID program was, I believe, the largest in the country at that point. The staff if helpful, and encouraging. There are bad seeds at every school, but I never had any problems while attending Ramona. As long as you keep your head in the books and are a well rounded student, if you don't seek trouble, trouble will not find you. It had been 5 years since I've graduated and I still look back through my yearbooks and miss my time at Ramona.
—Submitted by a student


Posted May 17, 2006

As a former Ramona student and University of California graduate, I can't say enough positive things about the faculty and leadership at Ram High. The quality of education at Ramona is the best in Riverside, period. Ramona teachers truly care about their students growth and development both inside and outside the classroom. The current principal, Mike Neece, is highly praised by both Ramona faculty and parents. It would be a huge blow if Ramona lost him. Some of the programs that deserve special mention are the AVID program, all of the wonderful Performing Arts programs, the Health and Business Academy and the Wellness Program. Overall parent involvement as well as safety/discipline are the only areas that I see a need for current improvement.
—Submitted by a former student


Posted March 14, 2006

I have had both of my children attend Ramona, and I believe it is a very good school filled with great teachers and administrators. However, the Custodial staff do not get the credit they deserve. One day while I was waiting for my son, I noticed how this one young custodian was doing a very nice job in the pre-school portable that he was cleaning. Someone needs to give the Custodial Staff a big pat on the back.
—Submitted by a parent


Posted September 23, 2005

Availability of sports in the middle school was very limited so playing sports in high school the students won't have the practice or experience as other students from other schools.
—Submitted by a parent


Posted September 7, 2005

Ramona high school is a great school with low (if any) drugs or violence. A+++ Recommended.
—Submitted by a former student


Posted March 31, 2005

Ramona has academically challenging programs and enthusiastic teachers. The administration is easy to talk with and is very professional. Ramona is a performing arts magnet and offers a wide range of programs.
—Submitted by a parent


Posted September 12, 2003

As a parent of two students who attended and graduated from Ramona, I can tell you that Ramona is a terrific school. It is a real shame to allow the kind of comments that were made by a couple of disgruntled parents in August besmirch the fine reputation of this school. I have seen this school both through the eyes of a parent as well as the eyes of a high school teacher. I must say, it shines either way. My own children loved the school and thrived there. I previously taught at another area high school and have experienced what other high schools have to offer. There is absolutely no comparison! Ramona has it all - a fantastic performing arts program, a nationally recognized AVID program, wonderfully dedicated and trained teachers, as well as great administrative leadership. I have seen first-hand other high schools who really ARE in trouble and Ramona is not among them. I was so impressed with everything Ramona had to offer that I now teach there! I am even more impressed with Ramona than I was before. Teacher morale and spirit is high and we expect the best from our kids. They live up to those expectations as well. Like evey high school across America, there are always those few students who do not respond no matter what opportunities they are given. This is a sad fact, however, that should not be the measurement of an entire school. The focus should remain on the 99% student population that come to school each day, work hard, learn, and are successful. I could not be more proud to be both a Ramona parent AND teacher!
—Submitted by a parent


Posted September 9, 2003

As a hispanic student that has just graduated from Ramona in June 2003, I am left astonished from the messages left from August 2003. Having attended Ramona for four years as a member of AVID (the #1 AVID program in the state), a volleyball and soccer player, and an honor student, I have not felt any racism on campus. I understand that in previous years Ramon has been know as a gang affiliated school, yet that is no longer the case. I think that people should really forget the past Ramona and concentrate on the present one, which from what I can see, is a wonderful place to be. I am going to attend a UC school in the fall, and the wonderful programs that Ramona offers helped in getting me there. Everything depends on the students that are willing to take advantage of these programs and those who don't. August 2003 should stop blaming the school for their lack of parental control. Maybe Ramona should be blaming that parent for sending such a horrible student there, and not vice versa.


Posted September 8, 2003

As current parents of a Ramona High School student We must comment how absurd the two comments in August are. Our first daughter was having problems in her first High School which prompted us to seek another High School. After looking at other High Schools in Riverside we choose Ramona. The teachers and counselors at Ramona made a great difference in our daughter, which we can happily say is about to graduate from college. Because of the support and positive reinforcment at Ramona we have sent our other two daughters to Ramona as well. One of those is well into college studying Aerospace Engineering. She was involved in the AVID program at Ramona. All three of our children were involved in the performing arts program at Ramona, which is another successful program at Ramona. If the Principal, Teachers, and other Staff did not care as nuch as they do, How could we have so many successful programs? We believe Ramona High School is one of the best in Riverside. That is why we as parents transferd all three of our daughters to Ramona and we have recommended to our friends the advantages of their children being educated at Ramona.
—Submitted by a parent


Posted September 8, 2003

Regarding the letters from August 2003: There is no infestation of gangs at Ramona High School. The administration stays on top of any problems and handles them fairly. Students are not harrassed because of race or for any other reason. They are disciplined when they choose to ignore school, district and state rules and laws. Consequences are handed out fairly and without bias. All students are encouraged to reach their potential and became productive citizens. The biggest problem at Ramona, as well as other high schools, is the lack of parental involvement even though many opportunities for involvment exist. Institutional racism is not an issue on this campus, however it appears to be a problem with a few parents.
—Submitted by a parent


Posted September 6, 2003

As a parent of a student at Ramona and as a teacher at Ramona, I am grieved when I see people say that students of color are in a hostile environment. I communicate closely with my son to see what his perspective is in his classes with his teachers and I have done everything that I know to do in my classes at Ramona to make sure that all of my students feel safe and that no one is singled out because of the color of their skin. What these parents are describing has not heppened to my son nor does it happen in my classroom that I can see.
—Submitted by a parent


Posted September 6, 2003

Ramona is well known for its AVID program. They have the #1 program in the state. No other school can say this. They also have lots of other great programs.
—Submitted by a parent


Posted September 4, 2003

Let's get the record straight. If parents were more involved with thier student and school, alot of these 'problems' would be non-existant. It's easy to point fingers at others instead of yourself. If the parents who complain about this school would support thier student and administration, instead of criticizing, it wouldbe a much better school. Let's try and work together and make it the best school in Riverside.
—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

753

Change from
2012 to 2013

+20

API Statewide Rank
(2012)

4 / 10

API Similar Schools Rank (2012)

6 / 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 its schoolwide API target for 2013.
  • This school has not yet 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

753

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

+20

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)

4 / 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)

6 / 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.
Algebra I

The state average for Algebra I was 25% in 2013.

329 students were tested at this school in 2013.

2013

 
 
24%

2012

 
 
15%

2011

 
 
15%

2010

 
 
17%
Algebra II

The state average for Algebra II was 65% in 2013.

24 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
90%

2011

 
 
73%

2010

 
 
85%
Biology/Life Sciences

The state average for Biology/Life Sciences was 58% in 2013.

402 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
39%

2011

 
 
40%

2010

 
 
43%
Earth Science

The state average for Earth Science was 38% in 2013.

107 students were tested at this school in 2013.

2013

 
 
13%

2012

 
 
13%

2011

 
 
11%

2010

 
 
8%
English Language Arts

The state average for English Language Arts was 62% in 2013.

480 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
52%

2011

 
 
50%

2010

 
 
57%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 16% in 2013.

38 students were tested at this school in 2013.

2013

 
 
5%

2012

 
 
0%

2011

 
 
3%

2010

 
 
2%
Geometry

The state average for Geometry was 45% in 2013.

124 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
26%

2011

 
 
19%

2010

 
 
39%
Integrated/Coordinated Science I

The state average for Integrated/Coordinated Science I was 26% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

The state average for World History was 51% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 13% in 2013.

182 students were tested at this school in 2013.

2013

 
 
15%

2012

 
 
6%

2011

 
 
3%

2010

 
 
10%
Algebra II

The state average for Algebra II was 39% in 2013.

110 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
30%

2011

 
 
44%

2010

 
 
40%
Biology/Life Sciences

The state average for Biology/Life Sciences was 41% in 2013.

146 students were tested at this school in 2013.

2013

 
 
24%

2012

 
 
24%

2011

 
 
22%

2010

 
 
23%
Chemistry

The state average for Chemistry was 46% in 2013.

249 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
34%

2011

 
 
33%

2010

 
 
37%
Earth Science

The state average for Earth Science was 35% in 2013.

110 students were tested at this school in 2013.

2013

 
 
31%

2012

 
 
31%

2011

 
 
31%

2010

 
 
36%
English Language Arts

The state average for English Language Arts was 52% in 2013.

519 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
46%

2011

 
 
45%

2010

 
 
45%
Geometry

The state average for Geometry was 15% in 2013.

199 students were tested at this school in 2013.

2013

 
 
8%

2012

 
 
11%

2011

 
 
8%

2010

 
 
10%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 76% in 2013.

28 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
69%

2011

 
 
85%

2010

 
 
85%
Science

The state average for Science was 54% in 2013.

551 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
45%

2011

 
 
48%

2010

 
 
46%
World History

The state average for World History was 46% in 2013.

547 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
49%

2011

 
 
43%

2010

 
 
44%
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

Algebra I

The state average for Algebra I was 10% in 2013.

66 students were tested at this school in 2013.

2013

 
 
8%

2012

 
 
9%

2011

 
 
12%

2010

 
 
8%
Algebra II

The state average for Algebra II was 15% in 2013.

156 students were tested at this school in 2013.

2013

 
 
21%

2012

 
 
12%

2011

 
 
16%

2010

 
 
15%
Biology/Life Sciences

The state average for Biology/Life Sciences was 51% in 2013.

144 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
54%

2011

 
 
53%

2010

 
 
48%
Chemistry

The state average for Chemistry was 32% in 2013.

122 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
47%

2011

 
 
44%

2010

 
 
40%
Earth Science

The state average for Earth Science was 37% in 2013.

65 students were tested at this school in 2013.

2013

 
 
28%

2012

 
 
20%

2011

 
 
18%

2010

 
 
20%
English Language Arts

The state average for English Language Arts was 48% in 2013.

503 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
45%

2011

 
 
41%

2010

 
 
42%
Geometry

The state average for Geometry was 8% in 2013.

140 students were tested at this school in 2013.

2013

 
 
3%

2012

 
 
4%

2011

 
 
5%

2010

 
 
5%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2013.

115 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
46%

2011

 
 
49%

2010

 
 
43%
Physics

The state average for Physics was 58% in 2013.

81 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
22%

2011

 
 
50%

2010

 
 
48%
U.S. History

The state average for U.S. History was 50% in 2013.

520 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
47%

2011

 
 
51%

2010

 
 
45%
World History

The state average for World History was 19% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
0%

2010

 
 
n/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.

Source: California Department of Education

Algebra I

All Students24%
Females26%
Males22%
African American15%
Asiann/a
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)25%
Economically disadvantaged25%
Non-economically disadvantaged19%
Students with disability8%
Students with no reported disability25%
English learner13%
Fluent-English proficient and English only27%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate32%
Parent education - high school graduate19%
Parent education - some college (includes AA degree)24%
Parent education - college graduate19%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students80%
Females91%
Males69%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino86%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged83%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only79%
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students43%
Females39%
Males47%
African American22%
Asiann/a
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)61%
Economically disadvantaged40%
Non-economically disadvantaged55%
Students with disability18%
Students with no reported disability44%
English learner6%
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduate38%
Parent education - high school graduate31%
Parent education - some college (includes AA degree)51%
Parent education - college graduate46%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Earth Science

All Students13%
Females6%
Males20%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino12%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged13%
Non-economically disadvantaged18%
Students with disability0%
Students with no reported disability19%
English learner11%
Fluent-English proficient and English only15%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate18%
Parent education - high school graduate6%
Parent education - some college (includes AA degree)15%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students55%
Females59%
Males51%
African American45%
Asian46%
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged52%
Non-economically disadvantaged65%
Students with disability50%
Students with no reported disability55%
English learner20%
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduate52%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)62%
Parent education - college graduate63%
Parent education - graduate school/post graduate88%
Parent education - declined to state27%

General Mathematics (Grades 6 & 7 Standards)

All Students5%
Females9%
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino8%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged6%
Non-economically disadvantagedn/a
Students with disability5%
Students with no reported disabilityn/a
English learner13%
Fluent-English proficient and English only0%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate7%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students38%
Females32%
Males47%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)48%
Economically disadvantaged31%
Non-economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability38%
English learnern/a
Fluent-English proficient and English only40%
Migrant educationn/a
Gifted and talented57%
Parent education - not a high school graduate32%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)36%
Parent education - college graduate47%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Integrated/Coordinated Science I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Physics

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
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

Algebra I

All Students15%
Females16%
Males15%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino13%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)28%
Economically disadvantaged14%
Non-economically disadvantaged18%
Students with disability8%
Students with no reported disability16%
English learner14%
Fluent-English proficient and English only15%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate13%
Parent education - high school graduate22%
Parent education - some college (includes AA degree)8%
Parent education - college graduate8%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students44%
Females44%
Males46%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)38%
Economically disadvantaged44%
Non-economically disadvantaged46%
Students with disabilityn/a
Students with no reported disability45%
English learnern/a
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talented58%
Parent education - not a high school graduate45%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)41%
Parent education - college graduate55%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students24%
Females27%
Males23%
African American23%
Asiann/a
Filipinon/a
Hispanic or Latino22%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)47%
Economically disadvantaged21%
Non-economically disadvantaged42%
Students with disability3%
Students with no reported disability32%
English learner7%
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate21%
Parent education - high school graduate24%
Parent education - some college (includes AA degree)29%
Parent education - college graduate36%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students33%
Females25%
Males45%
African American29%
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)28%
Economically disadvantaged29%
Non-economically disadvantaged45%
Students with disabilityn/a
Students with no reported disability33%
English learner0%
Fluent-English proficient and English only34%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduate29%
Parent education - high school graduate25%
Parent education - some college (includes AA degree)35%
Parent education - college graduate55%
Parent education - graduate school/post graduate50%
Parent education - declined to staten/a

Earth Science

All Students31%
Females14%
Males41%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)48%
Economically disadvantaged28%
Non-economically disadvantaged47%
Students with disability8%
Students with no reported disability34%
English learner0%
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate26%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)26%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students48%
Females50%
Males47%
African American33%
Asiann/a
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged44%
Non-economically disadvantaged68%
Students with disability33%
Students with no reported disability49%
English learner3%
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduate42%
Parent education - high school graduate46%
Parent education - some college (includes AA degree)49%
Parent education - college graduate68%
Parent education - graduate school/post graduate69%
Parent education - declined to staten/a

Geometry

All Students8%
Females10%
Males5%
African American7%
Asiann/a
Filipinon/a
Hispanic or Latino8%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)6%
Economically disadvantaged6%
Non-economically disadvantaged15%
Students with disabilityn/a
Students with no reported disability8%
English learner0%
Fluent-English proficient and English only9%
Migrant educationn/a
Gifted and talented18%
Parent education - not a high school graduate5%
Parent education - high school graduate6%
Parent education - some college (includes AA degree)10%
Parent education - college graduate11%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

High School (Summative) Mathematics (Grade 9-11)

All Students89%
Femalesn/a
Males89%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino90%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged90%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only89%
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students46%
Females43%
Males50%
African American32%
Asiann/a
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)54%
Economically disadvantaged43%
Non-economically disadvantaged63%
Students with disability8%
Students with no reported disability51%
English learner10%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate41%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)47%
Parent education - college graduate51%
Parent education - graduate school/post graduate71%
Parent education - declined to staten/a

World History

All Students48%
Females40%
Males56%
African American39%
Asiann/a
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged44%
Non-economically disadvantaged67%
Students with disability8%
Students with no reported disability52%
English learner11%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduate48%
Parent education - high school graduate42%
Parent education - some college (includes AA degree)49%
Parent education - college graduate52%
Parent education - graduate school/post graduate76%
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

Algebra I

All Students8%
Females22%
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino4%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)18%
Economically disadvantaged6%
Non-economically disadvantaged15%
Students with disabilityn/a
Students with no reported disability8%
English learner0%
Fluent-English proficient and English only10%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate5%
Parent education - some college (includes AA degree)21%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students21%
Females15%
Males28%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)21%
Economically disadvantaged25%
Non-economically disadvantaged8%
Students with disabilityn/a
Students with no reported disability21%
English learner35%
Fluent-English proficient and English only19%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate19%
Parent education - high school graduate22%
Parent education - some college (includes AA degree)13%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students42%
Females41%
Males45%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged41%
Non-economically disadvantaged47%
Students with disabilityn/a
Students with no reported disability44%
English learner0%
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate44%
Parent education - high school graduate30%
Parent education - some college (includes AA degree)51%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students41%
Females42%
Males40%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)59%
Economically disadvantaged36%
Non-economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability42%
English learner13%
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate13%
Parent education - high school graduate36%
Parent education - some college (includes AA degree)56%
Parent education - college graduate58%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Students28%
Females14%
Males35%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged27%
Non-economically disadvantaged29%
Students with disabilityn/a
Students with no reported disability27%
English learner11%
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate22%
Parent education - high school graduate32%
Parent education - some college (includes AA degree)8%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students45%
Females51%
Males40%
African American45%
Asian42%
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)55%
Economically disadvantaged45%
Non-economically disadvantaged49%
Students with disability27%
Students with no reported disability46%
English learner5%
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talented75%
Parent education - not a high school graduate38%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)54%
Parent education - college graduate63%
Parent education - graduate school/post graduate53%
Parent education - declined to state38%

Geometry

All Students3%
Females0%
Males5%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)7%
Economically disadvantaged4%
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability3%
English learner0%
Fluent-English proficient and English only3%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate2%
Parent education - high school graduate6%
Parent education - some college (includes AA degree)0%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

High School (Summative) Mathematics (Grade 9-11)

All Students38%
Females30%
Males48%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)40%
Economically disadvantaged36%
Non-economically disadvantaged40%
Students with disabilityn/a
Students with no reported disability38%
English learnern/a
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talented27%
Parent education - not a high school graduate36%
Parent education - high school graduate34%
Parent education - some college (includes AA degree)35%
Parent education - college graduate54%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Physics

All Students39%
Females20%
Males48%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged35%
Non-economically disadvantaged60%
Students with disabilityn/a
Students with no reported disability40%
English learnern/a
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate22%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)57%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students45%
Females40%
Males50%
African American40%
Asian42%
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged44%
Non-economically disadvantaged50%
Students with disability16%
Students with no reported disability47%
English learner12%
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talented79%
Parent education - not a high school graduate41%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)53%
Parent education - college graduate48%
Parent education - graduate school/post graduate50%
Parent education - declined to state31%

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
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

The state average for English Language Arts was 83% in 2013.

558 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
80%

2011

 
 
85%

2010

 
 
81%
Math

The state average for Math was 84% in 2013.

556 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
77%

2011

 
 
84%

2010

 
 
81%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

Source: California Department of Education

English Language Arts

All Students84%
Females86%
Males82%
Gender Unknownn/a
African American69%
Asiann/a
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)92%
Declined to staten/a
Economically disadvantaged82%
Non-economically disadvantaged91%
Economic Status Unknown92%
Students with disability29%
Tested with modificationsn/a
English learner45%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students83%
Females82%
Males85%
Gender Unknownn/a
African American69%
Asiann/a
Filipinon/a
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)90%
Declined to staten/a
Economically disadvantaged81%
Non-economically disadvantaged89%
Economic Status Unknown100%
Students with disability29%
Tested with modificationsn/a
English learner46%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

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
Hispanic 70% 52%
White 19% 26%
Black 7% 6%
Asian or Asian/Pacific Islander 2% 11%
Two or more races 2% 3%
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 10%N/A55%
Source: NCES, 2011-2012

Teacher experience

  This school District averageState average
First-year teachers 7%N/AN/A
Source: CRDC, 2011-2012

Teacher resources

Special staff resources available to students Art teacher(s)
Assistant principal(s)
Dance teacher(s)
Instructional aide(s)/coach(es)
Librarian/media specialist(s)
Music teacher(s)
PE instructor(s)
Speech and language therapist(s)
Read more about programs at this school
Source: Provided by school community.

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School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

Special education / special needs

Staff resources available to students
  • Speech and language therapist(s)

Arts & music

Staff resources available to students
  • Art teacher(s)
  • Dance teacher(s)
  • Music teacher(s)
Visual arts
  • Ceramics
Music
  • Band
  • Orchestra
  • Theory
  • Vocal lessons / coaching
Performing and written arts
  • Dance
  • Drama
Media arts
  • Video / Film production

Language learning

Staff resources available to students
  • Speech and language therapist(s)

Health & athletics

Staff resources available to students
  • Dance teacher(s)
  • Instructional aide(s)/coach(es)
  • PE instructor(s)
School facilities
  • Access to sports fields
  • Gym
  • Swimming pool
Note: Data provided by community members,
needs to be verified by school leaders.

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

School basics

School Leader's name
  • Jamie Angulo
Fax number
  • (951) 328-2532

Resources

Staff resources available to students
  • Art teacher(s)
  • Assistant principal(s)
  • Dance teacher(s)
  • Instructional aide(s)/coach(es)
  • Librarian/media specialist(s)
  • Music teacher(s)
  • PE instructor(s)
  • Speech and language therapist(s)
Transportation options
  • Buses/vans for students only
School facilities
  • Access to sports fields
  • Cafeteria
  • Gym
  • Library
  • Swimming pool
Note: Data provided by community members,
needs to be verified by school leaders.

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

Sports

Boys sports
  • Baseball
  • Basketball
  • Cross country
  • Football
  • Golf
  • Soccer
  • Swimming
  • Tennis
  • Track
  • Water polo
  • Wrestling
Girls sports
  • Basketball
  • Cheerleading
  • Cross country
  • Golf
  • Soccer
  • Softball
  • Swimming
  • Tennis
  • Track
  • Volleyball
  • Water polo

Arts & music

Visual arts
  • Ceramics
Music
  • Band
  • Orchestra
  • Theory
  • Vocal lessons / coaching
Performing arts
  • Dance
  • Drama
Media arts
  • Video / Film production
Note: Data provided by community members,
needs to be verified by school leaders.

Apply

 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
Apply now
Notice an inaccuracy? Let us know!

7675 Magnolia Avenue
Riverside, CA 92504
Website: Click here
Phone: (951) 352-8429

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