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Teacher quality
Principal leadership
Parent involvement
I'm so sad to see such terrible reviews about Blackford. It also saddens me that those children, and any child for that matter, experienced bullying at school. I personally have not had to deal with that issue, but I can imagine as a parent it would be very difficult. Our experience at Blackford has been wonderful. We've had amazing teachers that care about the children and their time at school. The principle is in transition, but the superintendent, whom I have spoken with personally, is very involved in making sure Blackford has the right leadership into the next school year. As with any school, there are bullies, there are staffing issues, but I truly believe Blackford has the heart of the children in it's best interest and improvements continue to progress. I believe the way a school can get better is by a community support, staff commitment and family involvement. I only hope that, even though some families have had negative experiences, that the rest of the students can thrive knowing that while they are at Blackford we (parents, staff, community) are working to keep a positive, enriching and rewarding elementary experience for them.
—Submitted by a parent
My son started Blackford this year and it has been a nightmare since day one. My son has NEVER been in trouble, and is a very sweet kid that has never had to deal with such rude and wild children. When bullied by an older kid, the principal at the time (K Middlebrook) did NOTHING but advocate for the bully, and say that maybe MY son can figure out ways to make friends with the kid. Are you kidding me?! That incident was followed by others of kids cursing at my son, threatening him, and just being plain out terrible with littel or NO HELP from the principal or staff. If at all possible, save yourself the stress and heart ache and take your child elsewhere. This school and the staff are not worth the grief!
—Submitted by a parent
When my son was in 5th grade he dealt with horrible BULLYING. He still has severe problems with his self esteem. My son had a medical condition and the kids bullied him about it. When they finally met with my son they offered him a class on how to deal with bullies. There was NO consequences for the bullies. Both of my sons were physically assaulted. The principal at the time was completely incompetent. I was so upset and had to contact the superintendent to deal with this issue. They finally (near the end of the year) brought in a behavior specialists who finally started suspending the kids who were physically assaulting other kids. If I could give 0 stars I would.
—Submitted by a parent
Not sure how my last review was deleted but it was. My son has been going to Blackford for 3 years and bullying and under staffing has always been a problem every year. My son has been bullied every year and it is difficult to find a yard duty teacher sometimes. During his kindergarten year the lunch room was understaffed and things would get out of control. I have always been an active parent and have volunteered for countless hours. Some people want to defend Blackford no matter what but the truth is things need tremendous improvement and there is too much bullying going on.
—Submitted by a parent
I am sorry if being at the school every single day for an entire year to help in the lunch room while it was understaffed is not being involved enough for you.
—Submitted by a parent
Thank you parent below...for your response to my inquiry about the school. I did go on a tour with the principal...she was great, personable, patient, very kind and was preceived well by all students at the school. You can tell she's very much involved with each student and wants to make Blackford a stand out school. I appreciated all the time she spend with me and open way she answered my concerns to what I've read/heard. My views have definitely changed after my visit...I will take Blackford into consideration now when registering my daughter for kinder. The students seemed very happy on our visit and eager to show Mrs. Middlebrook their progress. I am a hands on parent and would love to have that capability to be involved in the school as well. It's great to know it's encouraged by all there. Thanks again.
—Submitted by a parent
How sad that the parent below doesn't participate themself! This family is not on campus to count the yard duty. Their child probably has issues. Adults in the parking lot have to be responsible for themselves and their actions. The school's job is to ensure the safety of the children. Adults should police themselves and be able to follow the rules!
—Submitted by a teacher
My son has attended Blackford for the past 3 years. The biggest complaint I have with this school, and it isn't necessarily with the teachers, principal, or staff, it's with the parents. There is almost NO parent participation at this school. The key to a successful school is parent participation. If the parents would volunteer in the classrooms, or at the school, or join the PTA, they would know what is going on with their child's education. They would know the parents of their friends, they would know all of their friends and thus, things like bullying would not be an issue. Fostering a community spirit within your school helps your child and you feel more comfortable amongst their peers. Complaining and bad mouthing doesn't do anyone any good...do something about it...get involved! The three teachers that my son has had, have been great. I have no complaints about any of them. They teach to his level (which is not the lowest, but the highest) and don't lump him into the majority. The principal is fantastic! She does so much for the kids and the school. She has a true love of her job and it shows. As others have said, we are in transition. Everything is looking up
—Submitted by a parent
Our family has been with Blackford, for the past 9 years. Our children love their school. The principal has done a wonderful job with this school. It has been in transition with leadership in the last 2 years. I know that being an involved parent with the school, makes a big dif-ference in our childrens lives. I would recommend our school to every-one in our zoning district.
—Submitted by a parent
Dear parents, I am confused totally after reading the reviews. Should I opt for this school or not. My kid had tough time dealing with kids bullying her when she was at another school district. We put her under a private school. Now that we own a property here I am still in a dilemma of choosing this school . i want a pleasant environment for my kids at aschool .Any suggestions
—Submitted by a parent
Dear Parent, I am sorry that you had to witness the ugliness Friday night. Please be assured that this was promptly dealt with on Monday morning. I would invite you to come meet with me to gather real data as to the changes happening at Blackford in terms of discipline. I think it's important to have accurate information before making blanket statements. Please set up an appointment in the office, and I'd be happy to address your concerns.
—Submitted by a teacher
I have elementary school-aged children and own property in the area. I was think of moving back, but after reading the recent parent reviews I am no longer considering. My son attended 1st grade at Blackford and was bullied and the principal did nothing. I am very disappointed because the recent reviews indicate there is still a lot of bullying problems at this school.
—Submitted by a parent
This school has to much bullying & violence and the teachers dont do anything...especially the subs. A 1 day suspension is not enough if I may say. The
This school has gotten a little better but there are still lots of problems. The teachers are great and work hard to help students. The school looks better. That is why it gets two stars. That is all I can say that is good. Last week there was a second lockdown. The parents use bad language on school grounds and wear clothes that should not be worn around kids. Students are bullied, use bad language, and are bribed to be good with tickets. The PTA does not want help and treats volunteers badly. There is an English language group for parents, but they only welcome Spanish speakers. Kids change classes three times every day and have three different teachers every day. From what I have seen there are no consequences for bad behavior. Kids who are out of control or dangerous are back in class the day after they misbehave. The focus of the school is on Spanish speaking and low students. Nothing is done to encourage families or students that are white, asian, or black. Unless we see more changes we are going to take our kids out of this school.
—Submitted by a parent
My son is in the third grade and this school has changed ALOT from K.. I am not going to lie, this school is in transition and is far from perfect but as more parents become involved and in combination with Mrs. Middlebrook's leadership the culture at Blackford is under going major changes for the good. Blackford s staff truly cares about the whole child and doesn t teach to the tests, they teach so that children can be successful. My son was bullied in K and the previous principal did nothing. Under Mrs Middlebrook there is no tolerance for it. Bullying is everywhere & at every school but, finally we have systems and rules to deal with it. You can see the difference by walking on campus, how things have changed in the last 3 years. I love that I have the power as a parent to be proactive for my child and that the school s leadership actually listens and works with us to find solutions, something that previously was not in place. I am excited to have my daughter starting there next year, Blackford is truly a school that is changing for the better and I am proud to be a part of it.
—Submitted by a parent
Both my daughters have attended Blackford. My oldest is now in high school. My youngest is in third grade. This school has made many changes for the better since my older daughter started at the school. I am impressed with the changes since Mrs. Middlebrook has been at the school. I know there is still some bullying at the school but the number of students, staff, teachers and parents around the school has helped the students be better upstanders to help stop the bully's. Systems are in place and staff, parents and students are helping the school be a better place to be. The teachers are great and each grade levelare working together to help students succeed. This school has made great changes in the past three years and continues to make more changes each year. More parents are getting involved to in the classroom and around the school. We are still in transition but making great movement to the positive and working to make our school better each year.
—Submitted by a parent
Principal has done nothing to stop school yard bullying. My daughter has been taunted, picked on, teased, kicked, had objects thrown at her, for way too long. I thought she was exaggerating, but after getting a phone call from from a parent who works as a yard duty confirming everything my daughter has told me; Enough is Enough! My wife was in tears after hearing what our child has gone through. This yard duty has gone to the principal many times, but nothing has been done to discipline these bad kids. Mrs. Middlebrook doesn't deserve to have a job. If you want your daughter tortured then by all means, bring her to this horrible school.
—Submitted by a parent
We are new to this area and this school. I have been impressed with the leadership I've seen at the school. Mrs. Middlebrooke has a strong plan and set goals for the school, and there are many more programs here than any other school I've been a part of. The teachers my students have are wonderful. The school grounds have made a drastic transformation in the months we've been attending. Overall, I think Blackford is improving from previous reviews and I have enjoyed getting involved with the PTA.
—Submitted by a parent
My old daughter just left Blackford last year and my younger daughter is attending this year in 5th grade. I just started last year in volunteering at the school. Here they have strong committees like: ELAC, Project Cornerstone, Los Dichos de la Casa and ABC's Reader program, PTA, School Site Council and others. All the staff are very nice,helpful and understanding. As for a parent to say, " it took the principle alot of strength, courage, wisedom and love for the children to be able turn around the school and have a 55 point growth in the API. The principle, teachers and staff did a GREAT job. What I noticed this year are many new intervention programs to help the children and a new P.E program Play Works. Its going to be a great year and I can't wait to see what else is coming to the school. I almost forgot the school its self got a New Look. I am so glad that im a Blackford Parent and my daughter comes here.
—Submitted by a parent
This is the third year for our child going to Blackford elementarty school. So far we like the school especially the new Principal (Mrs. Middle Brooke) She is very friendly and easy to talk to every time we have questions. We also like the student of the month award they provided. It encourages the students to be motivated.
—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.
108 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% 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 English Language Arts was 48% in 2012.
104 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
107 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.
104 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
104 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.
25 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
26 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
25 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 | 49% |
| Females | 52% |
| Males | 47% |
| African American | n/a |
| Asian | 75% |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 49% |
| English learner | 49% |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 21% |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 60% |
| Females | 50% |
| Males | 68% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 50% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | 63% |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 57% |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 76% |
| 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 | 32% |
| Females | 38% |
| Males | 28% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 23% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | 58% |
| Students with disability | n/a |
| Students with no reported disability | 32% |
| English learner | 18% |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 37% |
| Parent education - high school graduate | 16% |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | 44% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 60% |
| Females | 57% |
| Males | 62% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 61% |
| English learner | 50% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 74% |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 63% |
| 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 | 54% |
| Females | 59% |
| Males | 48% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 55% |
| English learner | 38% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 62% |
| Females | 70% |
| Males | 54% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | 46% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 55% |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 60% |
| 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 | 48% |
| Females | 69% |
| Males | 25% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 50% |
| English learner | 17% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 56% |
| 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 | 73% |
| Females | 69% |
| Males | 77% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | 54% |
| Fluent-English proficient and English only | 92% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 88% |
| 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 | 68% |
| Females | 69% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | 42% |
| Fluent-English proficient and English only | 92% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 75% |
| 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
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
All students
Female
Male
All students
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
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
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 69% | 49% | ||
| White | 10% | 28% | ||
| Asian | 8% | 8% | ||
| African American | 5% | 7% | ||
| Multiple or No Response | 5% | 3% | ||
| Filipino | 2% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 56% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 64% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 84% | 85% | ||
| Vietnamese | 6% | 2% | ||
| All other non-English languages | 3% | 1% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Punjabi | 2% | 1% | ||
| Farsi (Persian) | 1% | 0% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Tigrinya | 1% | 0% | ||
| Tongan | 1% | 0% | ||
| Urdu | 1% | 0% | ||
| Bengali | 0% | 0% | ||
| Ilocano | 0% | 0% | ||
| Samoan | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 6 | N/A | 11 |
| Average years teaching | 9 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 97% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| Foreign languages spoken by school staff |
Chinese (Cantonese) Spanish Hindi |
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| Students typically attend these schools after graduating | Campbell Middle School Rolling Hills Middle School Monroe Middle School |
1970 Willow Street
San Jose,
CA 95125
Website: Click here
Phone: (408) 978-4675
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