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Teacher quality
Principal leadership
Parent involvement
Great school with an "old school" feel. Lots of community involvement. Both of my children have gone through the program here. One went through the "regular curriculum" the other through the "Rapid Learner" program, both with great outcomes. My oldest is now participating in the International Baccalaureate program at Mira Loma (she went through the "regular curriculum") Love the Principal! Lovely team of teachers.
—Submitted by a parent
We should have never switched schools to be closer to home and my business. This was a great school and it deserves a lot more credit. They re-did the playground in 2011 and the school has carnivals/fairs and students sell cookies. You get the community involved here. It was a unique experience and if your kids can attend here take them here over any other San Juan school. Top notch. They even had homework and seemed to be learning great and parents were very involved!
—Submitted by a parent
Wow! has DPM come up in the world! The new principal is AMAZING! The campus is gorgeous and always improving, it is always spotless. The teachers seem to be very indulged in the student's learning. We receive weekly email newsletters letting us know not only what is going on school wide but within our child's classroom. For example: "this week we took chapter 6 spelling test, student will bring home grade on Tuesday". We live within the neighborhood and the community is old school values, family comes first. Everyone keeps an eye out for out of the ordinary. Last years carnival was put together by our neighbor (parent of student) and blew it out of the water! I mean horse carriage rides, photo booth, 20 ft bounce house slide, tons of games, pumpkin patch! , and popular restaurants set up shop for food! I think we beat out all the rest of the schools - people were talking for months about how awesome it was. We feel so blessed to have our son attend this school. I highly recommend DPM.
—Submitted by a parent
I love DPM! My son attend grades 4-6, and then my daughter started Kindergarten the following year. The new/current principal does an excellent job of integrating the RL kids and the neighborhood kids. She is very dedicated and is truly a breathe of fresh air the school needed! The PTA is excellent and has done such a tremendous job bringing students, faculty and families together! I highly recommend this school to any parent looking for a superb environment to place their children into.
—Submitted by a parent
We love DPM. My kids have enjoyed school so much more since they transferred to DPM this school year. Their old school was so dysfunctional. DPM is very well run. The teachers are all very approachable and the new principal gets an A for her approach to running a school. I always talk to people I know about DPM and encourage them to send their children to this school.
—Submitted by a parent
Enthusiastic teachers, excellent opportunities to explore science
—Submitted by a parent
Having the Rapid Learner program complicates things for this school. Only a fraction of families are making decisions for the whole of the school. We decided to leave after Kindergarten and first grade when our daughter didn't get into Rapid Learner because it is like two schools, the haves and the have nots. I hope the new principal can do a better job of integrating these kids since they both have much to offer the other. We are happy with our new choice, but leaving was an agonizing decicion.
—Submitted by a parent
Many good things are happening at DPM. We have a tremendously hard working PTA organization. We have excellent test scores in 3rd, 4th, and 5th grades. We are a caring group of teachers working extremely hard to make this the best educational environment that we can with little district support. We have some outstanding, well educated, and insightful teachers.
—Submitted by a teacher
The school itself is unkept - though the occassional attempt is made by staff. The quality of teachers is unfortunate - though there are one or two bright spots on the teaching staff. Overall my son's 5 years at this school were nothing what I had hoped for and the education he came away with was well below average.
—Submitted by a parent
My 2 daughers went to DPM ,this year we moved and can't stay there.I very happy with their educational level that they have now .We immigrated 5 years ago tho US and my children went to school without any English words.My husband and I are thankfull teachers and principal for their job. Refering to discipline.I think that not the teachers or principal should discipline our kids.All their behavior in school is the result of the discipline education at home.
—Submitted by a parent
This bullying problem has been twisted and helped along by the teachers as well as the teachers at this school. Instead of bringing in the parents to meet and discuse the problem before the principle, they are kept in the dark, seems like the principle is signing alot of referrals this year. You should ask to examine the number of disciplinary forms she has signed this year and previous years. Parents are not let known of the problem untill it is to late and the action has taken place. Not all the reasons are written in on the forms she signs only how she sees it. Ask to come in and speak to her if need make an apppointment. Make sure you are heard and don't hesitate to bring up your thoughts, your children are the reason she has a job, and thier welfare is her responsibility.
—Submitted by a parent
I have 2 kids attending DPM. This is a great school and the teacher are exceptional!! The only bad thing of the school is the principal. She does nothing for discipline, letting the same kids get away with bullying. I don't think the school does enough to educate children on the harmful effects of bullying. I know I teach my kids not to bully others, but if the principal does not have the backs of the teachers, the kids know they can get away with anything. The prior principal was more involved with children safety. However, the teachers are great and helpful.
—Submitted by a parent
My oldest went to DPM 1992-1998 and now I have my 3 youngest attending in K, 1st & 2nd grade RL. I'm proud of our school and wouldn't change it for the world. Thank you DPM!
—Submitted by a parent
The RL program is excellent. I would recommend it for any parent with a gifted child.
—Submitted by a parent
Very high in parent participation - although it seems that fewer parents are able to participate each year. Teachers truly seem to care and want the kids to succeed.
—Submitted by a parent
The quality of the academic programs, I would say is hard to judge. The academics seem to have changed since I was in school, and its hard to figure out what they are trying to teach the students, when you as a parent can't even begin to understand the reasons for their new processes. Its hard for the students to understand on average. The music is not special, 'traveling' music from classroom to classroom, no good band and no good choir. The art projects are fantastic in product but the students don't come out learning any art appreciation. There is no sports programs supported by the school prinicpal at all, and there are no extra curricular activities for the students to enjoy. They have an afer school program that provides childcare, but the students hate being there as it resembles too much quiet time that they have during classroom.
—Submitted by a parent
My son has attended DPM for 4 years and will be moving on to Middle school next year. I have been pleased with DPM for the most part. I feel he has received a good education in each subject. They have music, art and some sports programs. I do feel the new principal needs to be stricter and show her presence on the campus more. The prior principal had a reputaion for being strict and the kids did not cross the line, that is gone now, I feel the school in general has declined due to the kids not having respect & the teachers not having dicipline support. I do feel that the parent must be closely involved in order for the child to succeed. Due to the # of students in class, without parental support it would be easy for the child to fail.
—Submitted by a parent
My daughter attended Del Paso Manor last year for first grade.I will have to say that She loved it and did very well.So much so it would greatly upset me to have to hae her go elsewhere.Unfortunately I moved out of the district last year and am being advised that because of that she cannot go there again unless I move back into the district.She will not be allowed an innerdistrict transfer.That would be the major downfall with the school,because no matter how well she did that isnt taken into consideration.
—Submitted by Junior Sheldon, 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.
98 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
97 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.
92 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
91 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.
96 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
97 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.
85 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
87 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
90 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.
73 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
74 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 | 52% |
| Females | 50% |
| Males | 54% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 19% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 12% |
| Non-economically disadvantaged | 82% |
| Students with disability | 36% |
| Students with no reported disability | 54% |
| English learner | 6% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | 29% |
| All Students | 55% |
| Females | 52% |
| Males | 57% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 19% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 13% |
| Non-economically disadvantaged | 84% |
| Students with disability | 27% |
| Students with no reported disability | 58% |
| English learner | 6% |
| Fluent-English proficient and English only | 65% |
| 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) | 47% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 33% |
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 | 45% |
| Females | 52% |
| Males | 37% |
| African American | 33% |
| Asian | 55% |
| Filipino | n/a |
| Hispanic or Latino | 6% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 22% |
| Non-economically disadvantaged | 61% |
| Students with disability | n/a |
| Students with no reported disability | 49% |
| English learner | n/a |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 18% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 65% |
| Females | 70% |
| Males | 60% |
| African American | 67% |
| Asian | 67% |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | n/a |
| Fluent-English proficient and English only | 72% |
| 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) | n/a |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 100% |
| 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 | 86% |
| Males | 83% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | 36% |
| 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 | 67% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 96% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 74% |
| Males | 81% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | 45% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 75% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 92% |
| 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 | 77% |
| Females | 78% |
| Males | 77% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 96% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | 46% |
| All Students | 77% |
| Females | 71% |
| Males | 82% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| 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) | 83% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | 43% |
| All Students | 75% |
| Females | 70% |
| Males | 81% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| 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 | 92% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | 47% |
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 | 70% |
| Males | 85% |
| 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) | 81% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| 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 | 86% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | 59% |
| All Students | 67% |
| Females | 61% |
| Males | 73% |
| 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) | 72% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | n/a |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| 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 | 71% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 45% |
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
African American
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 - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 55% | 28% | ||
| Hispanic or Latino | 22% | 49% | ||
| Asian | 10% | 8% | ||
| African American | 9% | 7% | ||
| American Indian or Alaska Native | 2% | 1% | ||
| Filipino | 2% | 3% | ||
| Multiple or No Response | 0% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 13% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 40% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 70% | 85% | ||
| Russian | 9% | 0% | ||
| Armenian | 5% | 1% | ||
| Farsi (Persian) | 4% | 0% | ||
| Rumanian | 4% | 0% | ||
| Thai | 4% | 0% | ||
| Assyrian | 2% | 0% | ||
| Japanese | 2% | 0% | ||
| Tigrinya | 2% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 23 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 4% | N/A | 2% |
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Presentation of the Blessed Virgin Mary School
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James R. Cowan Fundamental Elementary School
Sacramento, CA
Mission Avenue Open Elementary School
Carmichael, CA
Whitney Avenue Elementary School
Sacramento, CA
St. Michael's Episcopal Day School
Carmichael, CA
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