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Teacher quality
Principal leadership
Parent involvement
Unfortunately, many do not understand that not all parents, communitie members are allowed to enter the campus as they use to. This is due to the Sandy Hooks incident, where children and staff were killed. I am glad that the school has cleaned up some of the safety issues. Sometimes change is to make things safe for schools. That is my priority as a parent!
—Submitted by a parent
After reading the posts from 2012-2013 I have decided to speak out on my feelings. We have had children attending Kimbark for the last 12 years and have always loved this wonderful family oriented school. That is until this year! The new principle has turned this once close knit community school into a remote cold institution. In the past the teachers and staff were friendly and went out of their way to make the parents a part of the students learning environment. Now we as parents are not invited to help in the classrooms and are treated like interlopers we show up on campus. The teachers continue to be exceptional at this school but the new principle is doing her best to alienate the parents and the local community from this school. And the environmental program is being dismissed by this new principle as well. Our family has always loved and supported Kimbark but are now considering taking our child to another school next year.
—Submitted by a parent
My children have been at Kimbark for 5 years now. Unfortunately, the new principal is not loved by all. However, I remain hopeful that she will see the diamond that it is and try to maintain its unique community feel. If not, parents who want the best for their children will certainly fight for it. In closing this school has awesome teachers that love their students and want only the best for them. I am grateful for the wonderful teachers there who have touched my childrens lives and continue to work so hard and make so little. They have kept them progressing and do everything they can to help them love learning.
—Submitted by a parent
After reading the most recent reviews, I felt it was my responsibility to write. Agreed, my son is not happy with some of the new principal's changes, but after we talked about it and got down to the nitty gritty, they were really just small issues, like the salad bar being moved. Kids don't necessarily adjust well to change, especially when a new principal comes in and takes the place of the former beloved one. I asked my son specifically if he is allowed to talk at lunch, and he said yes, "with Level 2 voices." I asked him if anyone yells at them to hurry up and eat and he said no, that they let you eat and gently remind you it's time to go. I don't know the new principal very well, and have not had much interaction with her, so she gets the benefit of the doubt from me until I hear differently from my children. This is not to discount anyone else's complaints - this is just my experience. All that aside, we have loved Kimbark since the first day. Every teacher we have had in the past four years has been a blessing to our two children. They are both challenged academically and I know that each of their teachers has had their best interests at heart.
—Submitted by a parent
Let me just begin by saying I'm not a whining or complaining person. Both my grand daughters attend Kimbark and my oldest has been attending since kindergarten, over four years now. I find the teachers to be friendly and caring and easy to talk to about anything. My oldest grand daughter is an exceptional student who has earned citizenship and perfect attendance awards. We've been very happy with the school - until recently. Since the new regime took over this year, my grand daughter has had to throw away her lunch before finishing on three separate occasions because she was talking. This hasn't happened in the previous 4 years. Apparently there is a no talking policy at lunch now at Stalag 13. Now she is also experiencing bullying from a group (Gang) of girls who follow her around and curse at her and call her names. This has been brought to the attention of the new principal who chooses to ignore the problem going so far as to call my grand daugher a liar. WHAT THE HEY!!!!!!!! My grand daughter is a great student and would rather go to school than take summer vacation. Now she cries every morning because she doesn't want to go to school anymore.
My kids have come home everday from school complaining or crying that they have to eat in silence at lunch time. My son told me tonight i dont like the new principle she is so mean. I have come to the school on two occasions to deal with situations regarding my son. I have personally experienced her rudeness.
—Submitted by a parent
Wow! what can I say,Kimbark used to be a great school,but not anymore. The new principal is uncaring and very cold. The students are treated like prisoners at lunch time and have to stay silent, while the custodian watches them on the stage, while being yelled at by staff to hurry up and eat there lunch.The new principal is changing things so fast that parents can't even catch their breath. I have talked to other concerned parents and they all feel the same way. What a shame!!!!!
—Submitted by a parent
Its a great environment .Teachers staff and kids are all helpful ,respectful,&caring.If theres a problem or concern the staff will take care of it immmediately. Karen hoag is loved by all.I have had my child in kimbark since kinder now in august she will be in middle school. Awesome school. When i went through school i wish i could have gone to kimbark .But i had to go to muscoy and vermont.Not the greatest. Go kimbark !!!!!
—Submitted by a parent
I love Kimbark Elementary School for so many reasons. My children are absolutely thriving there. Teachers have always been willing to talk with me over any concerns I have and I feel assured they are not the kind of teachers just putting in time to get a paycheck... they are truly concerned about my children and how much they are learning while under their care. The office staff are friendly and willing to help with any questions I may have. There is a great community feel, its almost like family.
—Submitted by a parent
Kimbark is a wonderful school! Not only is a lot of exciting learning going on during the day, the after school program for success is great, too. Every child plays chess and completes a science project. My son really enjoyed being at Kimbark. The teachers are knowledgeable and nice.
—Submitted by a parent
This is a great school. My son has learned a lot already. The teachers go out of their way to keep the parents involved and to make sure the students have pleanty of one on one time.
—Submitted by a parent
This is the best school. Both of my kids have gone there since K. I LOVE the staff and they are awasome with my son and is spec. needs. I tell all my firends and family about how great this school is
—Submitted by a parent
Kimbark is an excellent school for scholars. From my personal experience, academic achievement is a major goal. Staff members too are terrific, providing a loving and caring environment for students. The programs (C.A.P., K.E.E.P., Chess Tournament, field trips, etc.) offered there are an exquisite opportunity for student to expand their creativity and most important having fun while learning.
—Submitted by a parent
The teachers at Kimbark are lead by an amazing Principal. The children's test scores at Kimbark have improved drastically over that last few years with the help of Karen Hogue and her great staff!
—Submitted by a parent
Kimbark is a great little school located in the foothills of Northern San Bernardino. They have a wonderful science/outdoor programs along with music and art, a chess club, and before and after school programs. The pricicpal has strived to provide a real sense of community in the school.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
71 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
71 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.
81 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
81 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.
64 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
65 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.
57 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
58 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
57 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.
56 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
56 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 | 50% |
| Females | 41% |
| Males | 55% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 56% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 51% |
| English learner | 19% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 63% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 54% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 45% |
| All Students | 65% |
| Females | 55% |
| Males | 71% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | 56% |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 79% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 64% |
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 | 52% |
| Females | 58% |
| Males | 47% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 56% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 53% |
| English learner | 30% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 80% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 72% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 35% |
| All Students | 84% |
| Females | 89% |
| Males | 79% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 84% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | 84% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 89% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 80% |
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 | 68% |
| Females | 81% |
| Males | 58% |
| 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) | 71% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | 53% |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 71% |
| All Students | 69% |
| Females | 74% |
| Males | 66% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | 72% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 72% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 78% |
| Females | 79% |
| Males | 76% |
| African American | 92% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| 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) | 80% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 82% |
| Males | 80% |
| African American | 85% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| 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) | 75% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 57% |
| Males | 79% |
| African American | 75% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | n/a |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 65% |
| 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 | 55% |
| Females | 44% |
| Males | 65% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | n/a |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 45% |
| All Students | 46% |
| Females | 42% |
| Males | 50% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 47% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 45% |
| English learner | n/a |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | 82% |
| 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 46% |
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
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
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 - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 45% | 49% | ||
| White | 33% | 28% | ||
| African American | 16% | 7% | ||
| Multiple or No Response | 2% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Asian | 1% | 8% | ||
| Filipino | 1% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 17% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 66% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 98% | 85% | ||
| Khmer (Cambodian) | 1% | 0% | ||
| Thai | 1% | 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 | 14 | N/A | 11 |
| Average years teaching | 16 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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Tips for understanding school culture
| Dress Code |
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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.
18021 West Kenwood Avenue
San Bernardino,
CA 92407
Phone: (909) 880-6641
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Vermont Elementary School
San Bernardino, CA
Valley of Enchantment Elementary School
Crestline, CA
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