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Teacher quality
Principal leadership
Parent involvement
My daughter is i her second year at Kipp Adelante. We are new to the area, been here three years and before she started this school I did a bit of my own research. I wanted a school, that my daughter would not get lost in, teachers that cared and teachers that she could rely on, if she had any problems, both with school, and not with school. As I was visiting a nail shop, the manicurist kept speaking about Kipp, stating how one of her sons attended this school, and other did not. The one that attended, went on to one of the best universities in the world, while the other did not make it to college at all. A year later I chose Kipp for my daughter's fifth grade. I can't be happier with their teachers, their office staff, their principal. I'm not familiar that they have changed principals through the years, but Ms. Coleman has been at every single event that I have been to. She cares, is sincere, and places emphasis on the things that children of this age need, discipline, rewards for good behavior, etc. I will highly recommend this school to anyone that asks. The teachers are amazing as well, and care so much. Thank you Kipp.
—Submitted by a parent
Well, I do not like this school at all. Yes, they have good teaching quality but my daughter told me that the principal hasnt been their. And this school is just too strict and the 6th grade math teacher mr lucke is so rude. !
—Submitted by a parent
Currently I am a junior in High School and while I attended KIPP I complained about the homework and the times but now I see the great impact KIPP had on me, it thought me leadership, discipline, and how to excel in school and prepared me for High School and college. KIPP has one of the most challenging academic programs but unlike other schools the teachers are always there for you. While I attended the current principal was a high school placement teacher, since I applied to private schools I spent more time with her and what I can say is she might be a little tough sometimes but she cares about the students. Anyway I'd like to thank KIPP: Adelante for everything.- Jesus Rubalcaba
Well, I think that this school has had a great impact on my life and I'm ready to go to high school now! thank you KIPP: Adelante for helping me take a huge leap to college. KIPP doesn't just teach you how to get to college intellectually but also characteristically... a great scholar doesn't just have a great brain but a great heart! The teachers also have been so kind to me! thank you KIPP:Adelante! - Anthony Manning
Thank goodness there are a few teachers that are allowed to continue to work there or else the school would be a lost cause. The leadership doesn't know how to respect students. One even called my sister a disgrace to her family. What right do they have to say that.
—Submitted by a parent
I've sent three children to this middle school and I love it. My kids have gone to San Francisco, learned how to play the violin and currently, one is enrolled at one of the best boarding schhools out there. The teachers care and the Principal is easily accessible. If you want your kids to learn how to work hard, this is the place.
—Submitted by a parent
Two fires, continuously leaking bathrooms and teachers that treat students like they are nothing. Why would any parent send their child to this school I will never know. I'm so glad, I pulled my child before it was too late.
—Submitted by a parent
Principal lacks the qualities that promote a positive learning and teaching atmosphere. She is inconsistent in everything that she says and does and is rarely seen at after school functions. I would strongly encourage anyone that is considering enrolling his or her child in this school to please reconsider.
—Submitted by a parent
This school is unfair. The new principal is always picking on my daughter's grade level. She always tries to find some little excuse to get them in trouble. She picks favorites throughout the school and obviously it ain't my daughter's grade. She is consistently picking on them for no reason. And uses any little thing to make them look bad in front of the whole school.
—Submitted by a parent
This school is mediocre at best. Teachers are okay, however they are not consistent. The school does not have any set policies or rules so there is never a clear message on what is okay and what is not. Academics are subpar. Leadership is new and it is obvious.
—Submitted by a parent
This school is a joke. They are on their third principal and she is the worst of them all. She has no idea how to handle the kids and their needs nor does she know how to hire and hold onto good teachers. Students are treated like dirt by the principal and many of the teachers. And the lack of respect towards the parents is ridiculous. My child was put into an in school suspension and not allowed to go to his history class for 8 days and not once was I notified by the school. After calling the principal and the teachers several times I was told that it was part of the commitment to excellence. That is bull, what about their commitment to teaching my child??? How is he supposed to learn when he is not allowed in class.
—Submitted by a parent
What can you say about a school that used to be great once but now is so far in the dumps most teachers wouldn't send their own children to KIPP Adelante. The new change in Leadership has left a sour taste in my mouth and caused me to pull my child from KIPP. The principal's lack of interest in bullying is frightening. Her complete disregard to the safety of the students and their overall well being makes me wonder how she ever became the principal. I would strongly suggest you send your child to a
—Submitted by a parent
Well, What can i say about KIPP? KIPP has been a great impact on my life! I really like spending my time here because every time i am there the teachers and staff make me feel like they care for me! I have to say that with all that has happened i truly can't wait to get to college! - Carlos Lopez
This school is gay like i am not even playing, they treat the kids like adults and the truth is they are not. This school is too tuff on them, they dont have no fun and they need to enjoy them self instead of going to school at 7:30 and comming out at 5:00.
—Submitted by a parent
i love going to this school it gives us so good opportunities to go places that we have never gone to. i really love that each class is named as a college. the classes are so fun, i really like that teacher take us to places that we enjoy going to.
—Submitted by a student
My child just entered KIPP this year as a 5th grader in San Jose area KIPP.I can see the dedication from the teacher, the principal to the secretary; everyone is so involved and caring that they will do the best job for the students here. They also expect the students doing their best here,no excuse, no short cut. My son enjoys going to school so much that ;everyday going home after almost 10 hours at school; he still wants to do more work for the next day.KIPP can bring the worst in a student to be the best in one. I am so grateful finding KIPP.
—Submitted by a parent
My child attended Kipp for four years the first year was the best. My daughter excelled in all of her classes. The teachers were truly dedicated and it showed in the students attitude. The second year was not as good. I could feel that the parent involvement was not appreciated. If there was a problem the teachers and/or the principal, parents and student should work to resolve the matter. This was not the the case at Kipp.
—Submitted by a parent
I think it's a really good school I think people should know more about this school.
—Submitted by Elizabeth Sibaja, a student
I dint knew how this school could be so good, until I sent my child there, after the first day of school my child could not stop thinking of school and how teachers were teaching him so much. My child told me something that I dint know that was taught to him in school. I totally recommend this school to everyone.
—Submitted by a parent
KIPP:Adelante has proven to be a force to be reckoned with, scoring in the top 10% of Charter Schools in California, and being nominated as a California School of excellence. The dedication of teachers and their commitment to producing college ready students is remarkable. The curriculum is rigorous, and some students are able to help their high school siblings with math, as a result of the high standards held and taught at KIPP.
—Submitted by a teacher
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.
86 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
86 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
86 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 59% in 2012.
83 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
83 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.
83 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
85 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.
74 students were tested at this school in 2012.
2012
2011
2010
2009
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 General Mathematics (Grades 6 & 7 Standards) was 32% 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.
80 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
73 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 | 42% |
| Females | 32% |
| Males | 54% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 42% |
| English learner | 24% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 17% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 58% |
| All Students | 60% |
| Females | 53% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | 43% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 55% |
| 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 | 68% |
| All Students | 79% |
| Females | 72% |
| Males | 87% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 78% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | 71% |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 71% |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 89% |
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 | 43% |
| Females | 53% |
| Males | 37% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 44% |
| English learner | 8% |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 26% |
| Parent education - high school graduate | 40% |
| 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 | 25% |
| All Students | 51% |
| Females | 50% |
| Males | 51% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 49% |
| English learner | 27% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 47% |
| 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 | 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 | 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 | 54% |
| Females | 58% |
| Males | 48% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | 33% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 53% |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 69% |
| Males | 62% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 66% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | 53% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 70% |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 67% |
| 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 | 43% |
| Females | 40% |
| Males | 48% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 46% |
| English learner | 5% |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 37% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 36% |
| 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 | 60% |
| Males | 84% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | 22% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 57% |
| Parent education - high school graduate | 85% |
| Parent education - some college (includes AA degree) | 55% |
| 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 |
| 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 |
| 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 |
| 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 | 58% |
| Females | 54% |
| Males | 63% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | 20% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 41% |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 88% |
| Males | 92% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 88% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 89% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | 67% |
| Fluent-English proficient and English only | 96% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 83% |
| Parent education - high school graduate | 95% |
| Parent education - some college (includes AA degree) | 91% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 5
Grade 6
Grade 7
Grade 8
All students
Female
Male
All students
Hispanic or Latino
All students
Economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 88% | 49% | ||
| African American | 7% | 7% | ||
| White | 3% | 28% | ||
| Filipino | 2% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Asian | 0% | 8% | ||
| Multiple or No Response | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 44% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 99% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 99% | 85% | ||
| All other non-English languages | 1% | 1% | ||
| Somali | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 31 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 4 | N/A | 11 |
| Average years teaching | 6 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| Academic awards received in the past 3 years |
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| Visual arts |
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| Music |
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| Foreign languages taught |
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| School start time |
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| School end time |
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| School Leader's name |
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| Special schedule |
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| Fax number |
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| Foreign languages taught |
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| Visual arts |
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| Music |
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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.
611 Beech Street
San Diego,
CA 92101
Website: Click here
Phone: (619) 233-3242
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