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Teacher quality
Principal leadership
Parent involvement
This school is nothing but horrible... The teachers are not caring and do not call back when I have placed phone calls to them. Every time I come to the school I see students are cursing out staff members and nothing seems to be done to discipline them. I feel that a dress code needs to be in place. The little girls and yes I said little girls are dressing like they are adults. I can see why this school is talked about in a negative way. I will not allow my child to come back here.
—Submitted by a parent
When I learned that my son was not going to continue his education at Rodriguez prep academy for his 7th grade year, I was a bit alarmed about him coming to Del Vallejo Middle School because of all the bad that I heard about the environment. We are coming to the end of the school year and it has been nothing short of a BLESSING. My sons teachers are wonderfully caring and are more than willing to keep me posted concerning my sons academic and behavioral progress. My husband and I are truly greatful, we are especially greatfull for his ELA teacher. At the beginning of the school year my sons grades and behavior were challenged all through the middle of the year but now his grades have significantly improved and so has his behavior. Thank you.
—Submitted by a parent
I loved going to this school. I was a good kid when I began and a good kid when I left. I was proud of my school when I left. Being a Jaguar left me proud when I moved across the states to Illinois. I learned a lot from my teachers. I even had a great Drama teacher I got to explore my creative side with (yes... the OCD teacher WAS a great Drama teacher *SMILE* lv u!) I've had more pride (now I'm 32) in my life from then to share with my daughter now who I wish had what I did then. Thank you Del Vallejo. I wish you well!!!!
Students run the school. No discipline! Students are not held accountable.
—Submitted by a parent
i think the school is a well plan out community for young teens to get an education with have a great expirance of learning.
—Submitted by a parent
I was a student at Del Vallejo and i would like to say it is not a bad school.It is the students. My teachers were great and where caring for our grades.They did what was best for us.
—Submitted by a student
I was a student at del vallejo middle school and I will let you know that the teachers are caring and will teach what you need to know but I hated the school it was a wreck dont send your children there
I believe this school lacks caring and professional mannered leadership. The lack of communication between parents and teachers is unthinkable. I pulled my son out of Del Vallejo because of the lack of care or concern for his best.
—Submitted by a parent
I am also a teacher at Del Vallejo and I would like to counter the following statement which obviously came from a teacher that lacks the sufficient intelligence and knowledge to speak accurately about the leadership at this school: 'This school lacks leadership and direction from the administration. Teachers are not supported. This is a very unsafe school! ' Even our students know (see Nia Knox statement) that our California state test scores continue to increase every year. This is due, in part, to several great leaders and innovators. We have a great Positive Behavior Support Team that has really done a great job to eliminate the type of behavior from students that is not conducive to learning and make this school very safe. Our administration is responsive to the needs of all teachers with regard to discipline and academics. I am very happy at Del Vallejo. - DV Teacher
—Submitted by a teacher
Del Vallejo is a really excellent school. Despite all the bad things people say about it, Del Vallejo still stands strong. The school provides a support class during your elective period for students that are falling behind on any core subjects. DVMS also has CAPS, Saturday School, (for extra help on Algebra and Language Arts. If you attend Algebra classes on Saturday, there's a very high chance you will get AP on your CAT6 exams) ASB, a yearbook and video yearbook, lots of electives, (includes but not limited to: music, art, computer lab, etc) sports, (volleyball, softball, basketball, soccer) and there will be a lot of school events and dances this year! DVMS has definitely improved. I highly recommend this school to parents and students. It is NOT a bad school at all. And this is coming from someone who actually goes there now.
—Submitted by a student
I am a student at DVMS and I, for one, love the school. I know people say that we are an irresponsible school, but when the time comes to buckle down and learn, we do so. That is shown by our school's test scores. So take this from an actual student of DVMS for three years, an avid student for two, when I say the students are bad and violent, but we are smart enough to know not to jeopradize our future. I am a Del Vallejo Jaguar and I am one of many proud students to say that. - Nia Knox
—Submitted by a student
The lack of ability in the academic programs is not the fault of the staff. Del Vallejo does not have recognition for academic strengths throughout years. Many programs such as AVID, GATE, and many more, have helped students surpasses their problems in many different terms of education. The environment around Del Vallejo shows how a school can achieve goals under ever circumstances. I am a student at Del Vallejo and I am proud of my school
—Submitted by Jorge Reyes, a student
I am a student at Del Vallejo Middle School. Well the programs are poor at the school but the staff is so friendly. Also, they say there is ruckus in the classroom that is not true.If you say our school is a bad school I would have to say that is so false because it's not the school it is the students and I really don't appreciate people lying about the school I attend. We have a wonderful staff, some wonderful students, and okay programs. It's the parent invovlment!
—Submitted by Ajzhana Cordova, a student
The academic programs offered at Del Vallejo were very poor, availability of music arts and sports were not there, and very few parents participated in anything. I was a student of DVMS for 3 years, it is very unsafe, very uncomfortable to attend, and does not teach you much. I would never send my own kid to a school like this. The only good thing about the school was a few good teachers, which no longer work there.
—Submitted by a former student
The school is good. The area and the people in the school can not blame the school for their own social economic disadvantages. The school expells the bad kids when needed and praises the good kids. Kids will be kids. Teachers may improve with the mandatory training they all are having in the whole san bernardino districtl
—Submitted by a parent
This school lacks leadership and direction from the administration. Teachers are not supported. This is a very unsafe school!
—Submitted by a teacher
Beware! This is a horrible school, it offers no electives, i.e. wood shop, home economics,foreign language,no pep squad,band,photo... .The classrooms are caotic, .Theres no dances, and i felt guilty sending my daughter there.
—Submitted by a parent
My son has gone to this school since the 6th grade. There has been many changes to the school. They have improved there physical education department by adding weights and bikes. They have also redone their caferteria. They reconize the students and their hard work on academics. They have after school and Saturday classes for student who want to excel in certain subjects. We recently moved and after looking into the school in my area we chose to stay with this school for academic reasons they were the best. My son gets A's and B's. We owe it to the staff and teachers because they care about students and want them to suceed.
—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 63% in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
2012
2011
2010
2009
The state average for Science was 60% 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.
111 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
108 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 Algebra I was 86% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
317 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
315 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 Algebra I was 49% in 2012.
106 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
336 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
260 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
368 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
346 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 | 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 |
| 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 |
| 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 |
| 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
| All Students | 17% |
| Females | 15% |
| Males | 18% |
| African American | 19% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 11% |
| 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 | 17% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 17% |
| English learner | 4% |
| Fluent-English proficient and English only | 20% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 10% |
| Parent education - high school graduate | 17% |
| 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 | 20% |
| All Students | 14% |
| Females | 13% |
| Males | 14% |
| African American | 7% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 11% |
| 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 | 13% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 15% |
| English learner | 4% |
| Fluent-English proficient and English only | 18% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 13% |
| Parent education - high school graduate | 11% |
| 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 | 16% |
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 |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 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 | 27% |
| Females | 29% |
| Males | 25% |
| African American | 15% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 44% |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 18% |
| Students with disability | n/a |
| Students with no reported disability | 27% |
| English learner | 6% |
| Fluent-English proficient and English only | 34% |
| Migrant education | n/a |
| Gifted and talented | 56% |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | 24% |
| Parent education - some college (includes AA degree) | 42% |
| Parent education - college graduate | 47% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 13% |
| All Students | 36% |
| Females | 34% |
| Males | 38% |
| African American | 30% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 50% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 25% |
| Students with disability | n/a |
| Students with no reported disability | 36% |
| English learner | 20% |
| Fluent-English proficient and English only | 41% |
| Migrant education | n/a |
| Gifted and talented | 50% |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 31% |
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 | 73% |
| Females | 85% |
| Males | 63% |
| African American | 78% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | 77% |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 71% |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 65% |
| All Students | 29% |
| Females | 36% |
| Males | 24% |
| African American | 27% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 26% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 48% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 50% |
| Students with disability | n/a |
| Students with no reported disability | 30% |
| English learner | 7% |
| Fluent-English proficient and English only | 36% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 24% |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 37% |
| Parent education - college graduate | 21% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 31% |
| All Students | 16% |
| Females | 17% |
| Males | 14% |
| African American | 10% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 18% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 18% |
| Economically disadvantaged | 16% |
| Non-economically disadvantaged | 15% |
| Students with disability | 5% |
| Students with no reported disability | 18% |
| English learner | 10% |
| Fluent-English proficient and English only | 18% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 15% |
| Parent education - high school graduate | 16% |
| Parent education - some college (includes AA degree) | 26% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 15% |
| 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 |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | 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 | 18% |
| Females | 20% |
| Males | 18% |
| African American | 10% |
| Asian | 9% |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 29% |
| Economically disadvantaged | 18% |
| Non-economically disadvantaged | 21% |
| Students with disability | 2% |
| Students with no reported disability | 21% |
| English learner | 4% |
| Fluent-English proficient and English only | 23% |
| Migrant education | n/a |
| Gifted and talented | 56% |
| Parent education - not a high school graduate | 15% |
| Parent education - high school graduate | 19% |
| Parent education - some college (includes AA degree) | 28% |
| Parent education - college graduate | 14% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 16% |
| All Students | 28% |
| Females | 23% |
| Males | 32% |
| African American | 21% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 46% |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | 21% |
| Students with disability | 10% |
| Students with no reported disability | 29% |
| English learner | 10% |
| Fluent-English proficient and English only | 33% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 23% |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 37% |
| Parent education - college graduate | 29% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 31% |
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 6
Grade 7
Grade 8
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 - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 68% | 49% | ||
| African American | 21% | 7% | ||
| White | 8% | 28% | ||
| Asian | 2% | 8% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Filipino | 0% | 3% | ||
| Multiple or No Response | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 28% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 93% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 95% | 85% | ||
| Vietnamese | 3% | 2% | ||
| All other non-English languages | 0% | 1% | ||
| Arabic | 0% | 1% | ||
| Hindi | 0% | 0% | ||
| Indonesian | 0% | 0% | ||
| Mandarin (Putonghua) | 0% | 1% | ||
| Samoan | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 30 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 8 | N/A | 11 |
| Average years teaching | 9 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 96% | N/A | 96% |
| Emergency credential or waiver | 2% | N/A | 2% |
| School Leader's name |
|
| Special schedule |
|
| Fax number |
|
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1885 East Lynwood Drive
San Bernardino,
CA 92404
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