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GreatSchools Rating

Horace Mann Elementary School

Public | K-5 | 642 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 1 rating
2011:
Based on 6 ratings
2010:
Based on 2 ratings

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Parent involvement

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23 reviews of this school


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Posted June 7, 2012

A committed community of parents, teachers and administrators have created a learning environment that touches all aspects of learning. Using the International Baccaulaureate Primary Years Programme to highlight positive character traits and learning through inquiry and discovery,, the school has been able to teach beyond the standard requirements. That, paired with weekly art lessons, school choir, Lego robotics club,, and a top notch spring musical, this downtown public school has achieved what others only dream about- teaching the whole child. I couldn't ask for more.
—Submitted by a parent


Posted September 7, 2011

Terrible!!! This school is only concerned about the lowest common denominator-kids who do not speak English. The bullying was so bad we had to move our kids to another school. Do not send your kids here-try Hacienda or Booksin-much better test scores too.
—Submitted by a parent


Posted August 16, 2011

I love the school!! My kids feel safe, are thriving, have a lot of confidence and great friends who respect them. Last year's Spring Musical, "Annie jr." really ignited their love for theatre and acting. Every parent has an opportunity to let their wants/needs know; all it takes is a positive attitude and a willingness to share those at the PTA's board meetings. The new principal, Ms. Vanderhorst is a very promissing new leader of this wonderful neighborhood school. She is already streamlining some processes. I am glad that my kids are growing up in a very diverse environment. If all parents realize that together we can build an even better school for our kids, by joining forces, this school can really reach it's full potential.
—Submitted by a parent


Posted July 13, 2011

This school is so bad, my kids wanted out, but it was too late to transfer them. Before the "snowplow" moms took it over, it was ok. Working parents pretty much have no say in anything that goes on. My kids were harrassed and the admin. did nothing about it. We went to the district police, and that almost put a stop to it. Oh, and the gangs....they are everywhere! Overall, not a good experience.
—Submitted by a parent


Posted March 28, 2011

My children have enjoyed their experiences at the school and have done well academically. Both have scored advanced on their CST's every year. While students have always learned California State Standards at this school, the quality of instruction (differentiation, IB) has improved every year. The school also offers a variety of extracurricular activities as well, such as choir, lego club, spring musical, mariachi, and folklorico. There will be a new principal at the school in the fall. A committee of parents, teachers, and staff of the school will be part of the process of selecting a new, more effective leader of the school. The parent organization is lead by a group of dedicated parents who try very hard to engage the whole community. It has been a frustrating process to get other parents to volunteer for leadership positions in the organization and to get parents to spearhead activities that they would like to see at the school. There appears to be a group of parents who don't understand that the PTO cannot fund activities that aren't connected to the school and thus think it only funds activities it wants. These parents also don't communicate, but complain loudly.
—Submitted by a parent


Posted March 12, 2011

THis school is not very good. My son is smart, so he was teased alot. Also, principal not very good either. He don't take care of problems when started. Some teacher are good, but some really bad, need to retire or move to different job. Not very niceto kids. Some of the parents control alot of things at this school and decide things only for their kids. Overall, you should try different school.
—Submitted by a parent


Posted January 22, 2011

This school has many great attributes. Among them are the teachers and many of the parents. However the parent organization is tightly controlled by a small number of people who do not represent the population of the school. Also the International Baccalaureate Program implemented at the school is a liberal methodology that teaches that there is no right or wrong way of thinking and has its origin from pacifist principles. When I was a kid, I learned that I was a citizen of the United States, not a citizen of the world, as they do at Horace Mann. Finally the school district does not allow children who are excelling to move ahead. They all must learn a topic for the same amount of time. This, in combination with restraints placed on the school because it is in Program Improvement status, has caused my child to learn how to become bored about learning. It may also contribute to the violence on the play yard and in the classroom. When children are bored they stop listening to their teachers and begin to goof around and pick on others. None of these negatives are within the control of the principal or teachers, who do a great job of working with the tools they are given.
—Submitted by a parent


Posted October 26, 2010

Do not send your kids here-it is full of kids that are rude, mean spirited, and below average. If your child is above average, there is nothing special here for them. It was ok up until about 3rd grade, and then my kids were constantly harassed and teased-nothing was done about it. There is no "science" or "technology"-it's all a big lie. If I could afford private school, I would have transferred them, but we were stuck until 5th grade. Thankfully, we got into a great Junior High, away from the "gang" mentality of the kids at Horace Mann.
—Submitted by a parent


Posted April 14, 2010

The parental involvement at Horace Mann has really made this school great. Parents volunteer to teach a top notch art program and fundraise/volunteer to help support other great programs like drama, choir, PlayWorks, ballet folklorico, Japanese/Mandarin lessons and more. The atmosphere is safe and supportive and I love the fact that the school is in the heart of downtown. Kids walk to field trips at the Art Museum, Tech Museum, Discovery Museum and to see professional shows like SJ Ballet. As an International Baccalaureate school, the curriculum emphasizes self inquiry, compassion for others and and understanding of our role in the world. Couldn't be happier with the school.
—Submitted by a parent


Posted March 22, 2010

my children used to go to horace mann alamentary school its such a wonderfull school the teachers are excelent .. and i felt very safe leaving my children there ...
—Submitted by a parent


Posted November 3, 2009

Why do you love Horace Mann Elementary School? The teachers are wonderful and there is a lot of parental involvement.
—Submitted by a parent


Posted October 6, 2009

We're new to the school this year, but I like the strong parent involvement. My son enjoys his days at school and is excited to attend Horace Mann Elementary!
—Submitted by a parent


Posted April 10, 2009

I have two children that attend this school. My son has been doing well and has had for the most part good teachers. Now my other boy, is a different story. He has a learning disability and the school has made it impossible for my child to get tested for learning disabilities (others than the one he already has). I am very dissapointed in the way my son and I have been treated by the staff (including principal) at this school. This is an okay school if you have a child that is perfect or almost perfect and never has any issues. However, if you have a child that needs a little extra help or has any type of learning disabilities then this is not the school you want to take your child to. They will not help you in any way or manner.
—Submitted by a parent


Posted October 30, 2008

This is my third grader's third school, and so far, his experience has been excellent, both with the faculty and the after-school staff. He finally feels at home at HMS!
—Submitted by a parent


Posted March 27, 2007

My Kinder student is thriving in his class. All grade level teachers work together to ensure that all children's needs are meet. Students are divided among three reading groups: advanced, gradelevel and needs extra support. The advanced students are being challenged. After reading a book, students take a comprehension test on the computer and receive points for correct answers. Kids are getting introduced to the computer, understanding the importance of truly comprehending what they've read and feel a since of accomplishment as they see their point totals rise. It's a great reading program that the whole school participates in.
—Submitted by a parent


Posted March 27, 2007

My daughter has had a wonderful year as a kindergartner at Horace Mann. She is in the top of her class and improves every day! She is constantly challenged to learn more, but she is never stressed. She loves going to school and plays with every child in her class. The kindergarten teachers at Horace Mann are dedicated to their classes but also teach as a team and treat all the kindergartners as their own students. There is a very balanced and safe feeling at the school. We look forward to my daughter's and son's future years at Horace Mann!
—Submitted by a parent


Posted March 27, 2007

We are extremely pleased with the academic structure of the school and the progress our children are making at Horace Mann. In addition, Horace Mann is a true 'community' where everyone knows and respects one another, and a place where the dedication to the welfare, safety and success of every student is shared by staff, parents and teachers. As the test scores indicate, despite what many consider to be constraints of test score improvement, Horace Mann continues to post scores reflecting the academic focus of the principal and staff. My sons play supervised sports there every day, one of my sons took a survey of the Japanese language this fall and my other son thinks of the school as his second home. There is still a lot of work to do, but I feel my children are challenged at Horace Mann to learn and to become positive members of a community.
—Submitted by Paul Murphy, a parent


Posted March 27, 2007

My family is very happy with Horace Mann. We are pleased with the overall education, speaking as a parent of above average children. The community is excellent, the teachers devoted, and the educational experience comprehensive. The campus has a very positive, safe, and inviting feel to it. There is always room for improvement, but this school keeps getting better and better.
—Submitted by a parent


Posted February 21, 2007

We are so fortunate that Horace Mann is our neighborhood school. My son has been very lucky to have had all great teachers from Mrs. Brewer in 'K' to Ms. Tottori in the 1st and 2nd grade. The parents group at this school is terrific and the communication between parents and teachers is wonderful. My son enjoys going to school everyday. My son's education is #1 for us and I feel Horace Mann is doing a wonderful job in contributing to his success not only academically but as a good citizen in our society.
—Submitted by a parent


Posted January 12, 2006

Great school if you have an average student. If your child is of above average or gifted then this is not the place for them. Meeting the test score is the primary goal here and all else falls by the wayside.
—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.

About these ratings

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 test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2012.

This school's
API score

716

Change from
2011 to 2012

-27

API Statewide Rank
(2011)

2 / 10

API Similar Schools Rank (2011)

1 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school did not meet its schoolwide API target for 2012.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2012

This school's
API score

716

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2011 to 2012

-27

Change from 2011 to 2012
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2011)

2 / 10

API Statewide Rank (2011)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

1 / 10

API Similar Schools Rank (2011)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 58% in 2012.

93 students were tested at this school in 2012.

2012

 
 
35%

2011

 
 
39%

2010

 
 
45%

2009

 
 
50%
Math

The state average for Math was 64% in 2012.

95 students were tested at this school in 2012.

2012

 
 
45%

2011

 
 
41%

2010

 
 
42%

2009

 
 
58%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 48% in 2012.

119 students were tested at this school in 2012.

2012

 
 
24%

2011

 
 
39%

2010

 
 
37%

2009

 
 
38%
Math

The state average for Math was 69% in 2012.

118 students were tested at this school in 2012.

2012

 
 
42%

2011

 
 
50%

2010

 
 
53%

2009

 
 
46%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 67% in 2012.

94 students were tested at this school in 2012.

2012

 
 
49%

2011

 
 
65%

2010

 
 
45%

2009

 
 
31%
Math

The state average for Math was 71% in 2012.

94 students were tested at this school in 2012.

2012

 
 
40%

2011

 
 
56%

2010

 
 
51%

2009

 
 
35%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 63% in 2012.

92 students were tested at this school in 2012.

2012

 
 
62%

2011

 
 
39%

2010

 
 
29%

2009

 
 
45%
Math

The state average for Math was 65% in 2012.

93 students were tested at this school in 2012.

2012

 
 
52%

2011

 
 
26%

2010

 
 
21%

2009

 
 
57%
Science

The state average for Science was 60% in 2012.

93 students were tested at this school in 2012.

2012

 
 
60%

2011

 
 
42%

2010

 
 
32%

2009

 
 
40%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students35%
Females35%
Males34%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged26%
Non-economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability34%
English learner34%
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate15%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)32%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state22%

Math

All Students45%
Females45%
Males44%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged39%
Non-economically disadvantaged63%
Students with disabilityn/a
Students with no reported disability44%
English learner43%
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate25%
Parent education - high school graduate42%
Parent education - some college (includes AA degree)60%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state44%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students24%
Females22%
Males25%
African Americann/a
Asian58%
Filipinon/a
Hispanic or Latino16%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged21%
Non-economically disadvantaged41%
Students with disabilityn/a
Students with no reported disability25%
English learner17%
Fluent-English proficient and English only34%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate22%
Parent education - high school graduate14%
Parent education - some college (includes AA degree)18%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state27%

Math

All Students42%
Females38%
Males45%
African Americann/a
Asian75%
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged37%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability44%
English learner38%
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate43%
Parent education - high school graduate32%
Parent education - some college (includes AA degree)29%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state47%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students49%
Females54%
Males44%
African Americann/a
Asian91%
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged41%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability49%
English learner19%
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate25%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)44%
Parent education - college graduate64%
Parent education - graduate school/post graduaten/a
Parent education - declined to state64%

Math

All Students40%
Females43%
Males38%
African Americann/a
Asian82%
Filipinon/a
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged34%
Non-economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability40%
English learner22%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate20%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)19%
Parent education - college graduate55%
Parent education - graduate school/post graduaten/a
Parent education - declined to state68%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students62%
Females67%
Males57%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged53%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability63%
English learner17%
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduate46%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)75%
Parent education - college graduate100%
Parent education - graduate school/post graduaten/a
Parent education - declined to state57%

Math

All Students52%
Females49%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged41%
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability52%
English learner13%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduate48%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)58%
Parent education - college graduate73%
Parent education - graduate school/post graduaten/a
Parent education - declined to state39%

Science

All Students60%
Females65%
Males53%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged49%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability60%
English learner13%
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate52%
Parent education - high school graduate57%
Parent education - some college (includes AA degree)67%
Parent education - college graduate91%
Parent education - graduate school/post graduaten/a
Parent education - declined to state43%
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

Ethnicity This school State average
Hispanic or Latino 75% 49%
Asian 8% 8%
White 7% 28%
Multiple or No Response 4% 3%
African American 3% 7%
Filipino 2% 3%
American Indian or Alaska Native 0% 1%
Pacific Islander 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 152%N/A24%
Students eligible for free or reduced-price lunch program 275%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Teacher experience

  This school District averageState average
Average years teaching in district 5N/A11
Average years teaching 8N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 94%N/A96%
Emergency credential or waiver 6%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

55 North Seventh Street
San Jose, CA 95112
Website: Click here
Phone: (408) 535-6237

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