Advertisement

GreatSchools Rating

Quail Run Elementary School

Public | K-5 | 786 students

Last modified
Community Rating

5 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 2 ratings
2011:
Based on 3 ratings
2010:
Based on 4 ratings

Teacher quality

Principal leadership

Parent involvement

Rate this school

Click on stars to rate
Please select a star rating for this school.
    Helpful reviews answer questions:
  • What do you think others should know?
  • What do you like?
  • How could your school improve?
    Review Guidelines
    GreatSchools won’t post reviews that contain:
  • Inappropriate language
  • Allegations of criminal conduct
  • Names of students, teachers or staff
1200 characters remaining
Please indicate your relationship to the school.
Please read and accept our Terms of Use to join GreatSchools.
Indicates a required field

58 reviews of this school


Sort by:
Show reviews by:
Posted September 1, 2012

My daughter used to go here, and she loved it! It was sad that we had to switch schools, but she seems happier with the one she currently has. Twin Creeks Elementary has O.K communication, but Quail Run helps me better in finding out what events are taking place. My daughter has been there for K-1st grade, and now she is in 4th grade. She misses Quail Run, but, like I said, is happy to be with her new school. Quail Run is better for its large community, great communication, and well education. I remember that the school principle had a principle of the year reward. Twin Creeks has that well education, but is small and has poor communication. The way I say what Twin Creeks is about doesn't make it a bad thing, actually, in real life, I think their tied even if Quail Run has more stars. Its tough for me, so I am going to put 4 stars.
—Submitted by a parent


Posted April 14, 2012

Great communication with parents that encourages involvement. Integrated online curriculum helps parents stay involved with weekly syllabus progress.
—Submitted by a parent


Posted June 11, 2011

We just finished our third year at Quail Run and love it! The parent involvement through the PTA, Learning Fund and classroom volunteers is amazing! We are like one big community all looking out for each other. The teachers are fantastic and truly care. The administration is AMAZING and supportive of everyone. My only problem has been Mrs Verbani, the PE teacher. She obviously doesn't like her job. I understand that to deal with that many children you need to be somewhat strict but she is over the top. I have witnessed her on many occasions and I don't like the way she treats the kids. Telling them to "stop being such wimps" after they get hurt (and still have swelling a day later from) is not conducive to a positive learning environment. Making children cry and be fearful of you is just plain bullying. I am too hesitant to take it any further though because I don't want my child to be targeted by her continuously.
—Submitted by a parent


Posted May 16, 2011

Quail Run has just been approved for the first Mandarin/English immersion program in the district in May 2011! We will have the first 50:50 immersion program available beginning Fall 2011 for Kindergartener, and the plan is to add one additional level per year. This is awesome....understanding a second language is so important in this global economy, and we are glad that QR is on the edge of keeping up with this evolving trend.
—Submitted by a parent


Posted May 5, 2011

I've had the privilege of long-term subbing at both Live Oak and Quail Run. As a Windemere parent of a future student, I'd prefer my child attend QR. I've worked with 4 different principals. Mrs. Loflin is at the top of my list in terms of her leadership. The teachers at QR do seem more approachable. I've had numerous students tell me they love it there! The after school programs offered there are a bonus.
—Submitted by a parent


Posted October 28, 2010

My daughter went to Quail run last year in decemeber and I was amazed at the school and specially her teacher in 4th grade. she helped her so much in adjusting to the school and the class. she was so easily accessible for any questions i had. both me and my daughter loved it there. but since our home school was hidden hills we have this year moved here. I have to agree , my experience at quail run was much better. In hidden hills I have seen her teacher only twice , one at the back to school night and second the conference day. i found quail run more open and welcoming and the parents also more friendly. The principal and the admin staff are also very friendly and helpful.
—Submitted by a parent


Posted October 17, 2013

Quail run has an awesome staff, and all that positive energy is truly reflected in the kids and their education.
—Submitted by a parent


Posted September 23, 2010

One of my children is at Hidden Hills and my other is at Quail Run. They both have fantastic teachers and are both strong academically, but I'd have to say I prefer Quail Run. They have a more diverse "real world" population, teachers and the PTA spend more time developing the whole child (Hidden Hills is more test score driven), and the vibe is much more welcoming, open and friendly. The principal and PTA parents at Quail Run are much more in touch and involved with the families. I was also at Tuesday's PTA meeting and there was well over 300 parents and 15 teachers there. The principal and PTA really set a great tone there and it's contagious. The one drawback about Quail Run is all the construction that is going on, but homes are needed there and it's temporary.
—Submitted by a parent


Posted September 23, 2010

My daughter has been there for 4 years. I have no other school to compare it to but I can say without a doubt that the teachers genuinely care about the students and are passionate about educating them. I think it comes from Ms. Lofin the principal because she and the teachers seem to have a wonderful bond and connection. They are real life heroes. The PTA and parent participation 2 years ago was very disappointing to say it kindly. A new group headed by a father took over the PTA last year and completely turned things around. I attended the PTA meeting a couple of nights ago and it was standing room only. I couldn't be happier or more pleased than I am at this school.
—Submitted by a parent


Posted August 17, 2010

I wish we had had a great experience at this school. We did not. We actually requested a transfer to a different school in the district and were relieved when we received it. The facility is beautiful, the staff is lovely adn super nice but for some reason there was a complete lack of discipline and control. After numerous meetings with the school we had to remove our children from the situation.
—Submitted by a parent


Posted May 5, 2010

I have 2 children that go to 2 different elementary schools in the district. Due to unavailable space, my younger got redirected to Quail Run, which I was initially upset about because my older goes to our designated home school (I will not name) that is much closer to our home. Teachers at both schools are EXCELLENT, however, I've noticed a big difference between the schools in other areas. Quail Run has a much more welcoming, caring and friendly feel. I feel like I m a part of an active community there. For example, the PTA at Quail Run has done some different things to bring the parents and teachers together to help our children. There was over 100 parents at the last PTA meeting and there wasn t even a guest speaker. The average of the 3 meetings I ve been to so far has been around 100, compared to our home school PTA meeting where we usually get the same 20 to 25 parents that always show-up. From what other Quail run parents have told me, there is a big difference this year compared to previous years when things weren t as good. Lucky for us. I d love for my older to transfer to Quail Run, but I don t think they would allow it. I just hope that my younger can stay at Quail Run as long as possible.
—Submitted by a parent


Posted October 8, 2009

Quail Run was a great school for myself and my daughter, Bailey. We were new to the school and to California, so being a part of Quail Run, we both met and formed many great relationships with some of the most wonderful people from faculty and staff, to parents, to kids. I also praise them for the education Bailey received. It's been invaluable and made her ready for middle school this year. Thanks to everyone. We really appreciate you all!
—Submitted by a parent


Posted September 30, 2009

Care and concern by the teachers and the parents. Working together preparing the children for the future
—Submitted by a parent


Posted September 24, 2009

Great school with great principal & teachers. I'm very happy with the programs. They staffs are very professional, open minded, and helpful.
—Submitted by a parent


Posted September 23, 2009

My daughter loves this school. The teachers are committed and they care a lot. Quail Run is a great school and it prepares kids to grow in all aspects.
—Submitted by a parent


Posted September 21, 2009

Quail Run has the best teachers, staff and administration. Their program and dedication is outstanding


Posted September 21, 2009

The teachers were teaching so effectively. They have taught experts and had many creative ideas to improve my kids. They were great!
—Submitted by a parent


Posted September 20, 2009

I teach at Quail Run, and it is truly a privilege. Quail Run's administrators model hard work and respect every minute of the day; teachers and students follow that model. Our motto: Every Minute Counts is not just verbiage. All adults and students work hard each minute of the day: Students are placed in math and language arts groups at their 'Just Right' level daily, Readers and Writers workshop are taught & practiced daily, and keeping up with the high standards and using the latest research-based teaching, we are implementing Math Talks and Problem of the Month this year. This list goes on...a warm place with a rigorous curriculum.
—Submitted by a parent


Posted September 19, 2009

The atmosphere at Quail Run is awesome. The principal, teachers, and staff are amazing! My daughter has become an independent thinker due to her attendance at Quail Run. The ethnic diversitiy and socio-economic diversity creates a global setting for our children. The teachers are diligent, open-minded, caring, and hardworking. The parking lot is still scattered with cars at 5 o'clock when I go to pick my daughter up.
—Submitted by a parent


Posted September 19, 2009

Each child has his/her own laptop the PTA meeting had over 200 people at first meeting. It is Almost unheard of
—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

930

Change from
2011 to 2012

+1

API Statewide Rank
(2011)

10 / 10

API Similar Schools Rank (2011)

4 / 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 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 met all student subgroup API targets for 2012

This school's
API score

930

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

+1

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)

10 / 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)

4 / 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.

182 students were tested at this school in 2012.

2012

 
 
89%

2011

 
 
84%

2010

 
 
86%

2009

 
 
89%
Math

The state average for Math was 64% in 2012.

182 students were tested at this school in 2012.

2012

 
 
88%

2011

 
 
91%

2010

 
 
91%

2009

 
 
94%
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.

177 students were tested at this school in 2012.

2012

 
 
72%

2011

 
 
83%

2010

 
 
73%

2009

 
 
74%
Math

The state average for Math was 69% in 2012.

178 students were tested at this school in 2012.

2012

 
 
86%

2011

 
 
93%

2010

 
 
90%

2009

 
 
89%
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.

166 students were tested at this school in 2012.

2012

 
 
94%

2011

 
 
88%

2010

 
 
85%

2009

 
 
86%
Math

The state average for Math was 71% in 2012.

168 students were tested at this school in 2012.

2012

 
 
91%

2011

 
 
91%

2010

 
 
90%

2009

 
 
91%
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.

124 students were tested at this school in 2012.

2012

 
 
83%

2011

 
 
85%

2010

 
 
82%

2009

 
 
86%
Math

The state average for Math was 65% in 2012.

125 students were tested at this school in 2012.

2012

 
 
84%

2011

 
 
85%

2010

 
 
85%

2009

 
 
82%
Science

The state average for Science was 60% in 2012.

124 students were tested at this school in 2012.

2012

 
 
78%

2011

 
 
89%

2010

 
 
88%

2009

 
 
83%
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 Students89%
Females90%
Males88%
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantagedn/a
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability89%
English learner90%
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)68%
Parent education - college graduate85%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a

Math

All Students88%
Females87%
Males89%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantagedn/a
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability88%
English learner90%
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)68%
Parent education - college graduate87%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a
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 Students72%
Females75%
Males67%
African American45%
Asian86%
Filipinon/a
Hispanic or Latino16%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantagedn/a
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability72%
English learner43%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)40%
Parent education - college graduate67%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

Math

All Students86%
Females84%
Males88%
African American58%
Asian92%
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantagedn/a
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability87%
English learner76%
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)73%
Parent education - college graduate91%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a
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 Students94%
Females91%
Males95%
African Americann/a
Asian99%
Filipinon/a
Hispanic or Latino72%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)96%
Economically disadvantagedn/a
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability93%
English learner74%
Fluent-English proficient and English only96%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)55%
Parent education - college graduate94%
Parent education - graduate school/post graduate98%
Parent education - declined to staten/a

Math

All Students91%
Females90%
Males92%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino72%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantagedn/a
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability92%
English learner85%
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)67%
Parent education - college graduate91%
Parent education - graduate school/post graduate98%
Parent education - declined to staten/a
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 Students83%
Females86%
Males81%
African Americann/a
Asian94%
Filipino50%
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)74%
Economically disadvantagedn/a
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)54%
Parent education - college graduate85%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a

Math

All Students84%
Females88%
Males81%
African Americann/a
Asian95%
Filipino58%
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)71%
Economically disadvantagedn/a
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)57%
Parent education - college graduate85%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a

Science

All Students78%
Females77%
Males79%
African Americann/a
Asian89%
Filipino50%
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)67%
Economically disadvantagedn/a
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)46%
Parent education - college graduate85%
Parent education - graduate school/post graduate80%
Parent education - declined to staten/a
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
Asian 48% 8%
White 24% 28%
Multiple or No Response 12% 3%
Filipino 6% 3%
African American 5% 7%
Hispanic or Latino 4% 49%
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 119%N/A24%
Students eligible for free or reduced-price lunch program 25%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Korean 25% 1%
Mandarin (Putonghua) 16% 1%
All other non-English languages 15% 1%
Cantonese 7% 2%
Filipino (Pilipino or Tagalog) 7% 1%
Spanish 7% 85%
Farsi (Persian) 4% 0%
Hindi 4% 0%
Japanese 3% 0%
Cebuano (Visayan) 2% 0%
Urdu 2% 0%
Vietnamese 2% 2%
Arabic 1% 1%
Dutch 1% 0%
French 1% 0%
German 1% 0%
Gujarati 1% 0%
Hungarian 1% 0%
Portuguese 1% 0%
Turkish 1% 0%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 18N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 3N/A11
Average years teaching 6N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 2%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

4000 Goldenbay Avenue
San Ramon, CA 94582
Website: Click here
Phone: (925) 855-5700

ADVERTISEMENT

Compare this school
to nearby schools

Compare schools »

Compare

Add this school to compare
ADVERTISEMENT