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Teacher quality
Principal leadership
Parent involvement
Initially I loved the school. Now that my children have been attending for a combined 8 years, I am liking it less and less. Yes, the academics are satisfactory, however, there is a problem with finding teachers who actually care about their students as human beings. When I think of a teacher, I picture one who is nurturing, caring, and genuinely enjoys his or her job. A true teacher is one who leads by example, building the children up as opposed to breaking them down and being punitive at every possible turn. A true leader is one who is able to think 'outside the box' to get children to learn; not just regurgitate what their teacher's manual says. The teachers we have dealt with at Bridgeport are seriously lacking in this department. There has been only one we truly loved (for all above stated reasons), but unfortunately he is no longer teaching at Bridgeport. The yard duties are considerably less than satisfactory, as well. Things here are so bad that we are enrolling our child who is currently attending (as well as the youngest) into another school next year. It's very sad to see the direction this school is going. It had such potential for excellence.
—Submitted by a parent
I honestly do not know where all of these positive reviews are coming from! Having two children who attend Bridgeport, I find the disappointment with the staff, teachers and especially the principal, continues to grow each year, so much so, I am now looking into enrolling my children elsewhere. The lack of communication from the school to the parents regarding upcoming school activates is almost non-existent, unless you consider a day or two notice of an event satisfactory. Not only does the school lack communication, they also plan most school events/functions during working hours. I missed my daughter's performance in the school play because it was scheduled for 2:00 p.m. The school has no regard for the parents who must actually work for a living. The staff seems annoyed anytime you ask a question or call in to get information. I have met several times with the principal to discuss some of the above issues, as well as others, it is such a waste of time, talking to her is like talking to a wall, nothing ever changes. Before enrolling your child at Bridgeport, take the time to look at the other schools in the district. Just comparing websites speaks volumes.
—Submitted by a parent
6 months into kindergarten and my daughter is doing great and loves it. Outstanding principal who is involved. I can't speak for the other grades, but K is awesome!!
—Submitted by a parent
Our children attended this school until we relocated to MI. We have missed the academic rigor this school offered as well as the focus on health and wellness and cultural diversity. Our children are in a school district labeled "9" and "10" on this site, with top test scores, yet the close-mindedness and general ignorance of the community reigns supreme. We really miss the healthy mentality of this area and the focus on character building at this school. Finally (unless this has changed) we remember that nutrition was stressed at Bridgeport, and candy/"junk" food was strongly discouraged. Again, in fat-laden MI, anything goes and even the teachers bribe the students with junk!! If you are considering this school/district, go for it. We miss leaving this area every day.
—Submitted by a parent
We moved out of state and can now compare schools...All I can say is there is no perfect school. But Bridgeport has a lot going for the kids: a strong Principal, caring teachers and office staff, great PTA and lots of after school activities. If you are one of the parents who hate the state testing, just know that if your child is not in the "Advanced" level, don't even start dreaming of competitive colleges. Various States purposely lowered their tests/standards so they can get federal funding. Even kids know this. By 5th/grade, they knew that STAR tests are a joke.
—Submitted by a parent
We'll see, so far the teacher is sweet, but super stressed out! My son is scared to have fun because of the rules. The yard duty teacher is a screamer who does not know how to talk to kids.My son is really coloring inside the lines to make due while he is there, yes he is learning but at what cost? Keep pushing those test scores higher and higher and your teachers will start combusting, that stress trickles down into the classroom. I can't really blame the school though, It's the iphone social/cultural phenomena to do better and move faster at the cost of our kids. Parents want this, I am just not convinced I am one of them or if I want my son to be one either. He is doing ok, but fear of 'breaking the rules' as motivation is not a strong indicator that we are building leaders.
—Submitted by a parent
The teachers, administrators and the campus are awesome. The teachers are there because they want to be there. They not only meet the requirements but exceeds them. My kids love to go to school because they are having fun learning. They are challenged and taught not only academics but character values. As my daughter's 6th grade teacher said, 'kids learn where they feel accepted and loved.' This is so true about our school and it's staff. My younger daughter's teacher feels 'lucky' to have my daughter in her class....what an awesome attitude! Not many schools can please both parents and the children...but Bridgeport does!
—Submitted by a parent
Being a parent of one child, a 3rd grader, I cannot express enough how happy we are that we belong to this school. From Kindergarten to now 3rd grade all of my daughter's experiences have been wonderful. Extremely kind, thoughtful and dedicated teachers. Staff that are nice to be around. An administration that is determined and hard working. We love everything about Bridgeport, from the beautiful grounds, the staff & teachers, the location and the other families that belong to the school as well. It has to be the best elementary school in the area. Hands down!
—Submitted by a parent
The teachers, staff, everyone is there making a difference in our children's lives. Love them!
—Submitted by a parent
We have the best PTA. We have the best administration staff from our principal to office staff. Everybody work together nicely to make sure students succeed.
—Submitted by a parent
This school was a great school because the teachers were kind, and we were able to learn a lot from them.
—Submitted by a parent
My children have been attending Bridgeport for 5 years now. We've had issues and bumps in the road, but overall, the quality of the staff and the effort they put forth for each child is far and above any school I've visited before (I am a 'retired' elementary school teacher). The principal has been receptive to my needs, the staff is intelligent and well-educated, and I feel my children are safe and academically challenged.
—Submitted by a parent
My wife and I moved here last year with our two boys. We were living in North Glendale, CA and our oldest started attending Bridgeport Elementary as a 4th grader. It became apparent to my wife and I that this school had a different mindset when it came to homework and education. It took our son about two weeks to adjust to the new tougher curriculum standards. But this is what we wanted and expected when it came to a school educating our children. We are now living in Valencia, CA for almost two years and our expectation have been fulfilled when it came to Bridgeport Elementary. This school just got its Distinguished School title! I would highly recommend this school to anyone wanting to place their children in the public school system without worrying if the school is meeting all it educational standards! The parents at this school are very involved with the school educators and generous when participating in school activities.
—Submitted by a parent
This is the school you've been looking to send your children. There isn't one staff member, whether it be the principal or the custodians, who aren't involved in the success of your child. The teachers are phenomenal. Resource teachers are incredible. The workload is tough, and kids are pushed to succeed, but nothing that is overwhelming for them or you as a parent. The PTA is strong and active and provides so many events and enrichment classes that I guarantee you'll be surprised. There is a genuine atmosphere of comraderie. The school is clean, the classrooms are pristine, the library is stocked, the playground is huge. This school provides education similar to the private school our boys attended prior to moving to Valencia. The only negative I can provide is that both boys wish the lunch food was better...but they're picky eaters anyway!
—Submitted by a parent
There is a huge amount of parent involvement and many extracurricular activities, whether it is the family fun nights, after school activites, or to the online school news broadcast. The facilitys are amazing, that which you would not expect from a public school. Thank You Mrs Bender and staff for making our childrens life so enriched.
—Submitted by a parent
Great school. Lots of activities for the whole family, in addition to arts, music and PE. Lots of ways to get parents involved. Kids can get involved in after school programs, plus the school orchestra, morning broadcast, Girl /Boy Scouts, art contest and Toastmaster. As in other schools, you get lucky if you get an awesome teacher. Too bad if you get a mediocre one.
—Submitted by a parent
Tough to get in now... But clearly this is the best overall elementary school in Valencia! We searched long and hard to find a place like this. Friendly, aesthetically beautiful campus, great library, high tech computer lab, huge playground. Classrooms are immaculate! Tons of extracurricular activities, parent involvement, and positive reinforcement for the kids! I volunteer 4 hours a week here, and I know from experience that these are dedicated staff members. The principal is awesome... And the api scores speak for themselves! the kids, parents and staff are the creme de la creme. The neighborhood is spectaacular and very safe...High end... Million dollar+ homes, but not snooty. Can't say enough.. My daughter loves it here!
—Submitted by a parent
Bridgeport is a great school with a focus on the kids. The principal is a student advocate and puts high priority on special needs children which includes an excellent day class program. She wants the kids to succeed. The test scores prove this out. She does all this in the face of extraordinary overcrowding which is transparent in the quality of teaching at the school.
—Submitted by a parent
Nice teachers with active PTA participation. A little too new to review other parts of school but various activities abound with encouraging faculty members.
—Submitted by a parent
Bridgeport is a beautiful new school with committed, dedicated families. The teachers are first-rate, but the school needs more enrichment programs to bring it up to the level it aspires to. The closeness of the Bridgeport community will help the school to become the wonderful learning environment it has all the potential to be.
—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.
177 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
177 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.
160 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
159 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.
132 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
137 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.
119 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
120 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
119 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 59% in 2012.
123 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
121 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 | 90% |
| Females | 92% |
| Males | 88% |
| African American | n/a |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 88% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 91% |
| Students with disability | 69% |
| Students with no reported disability | 92% |
| English learner | 90% |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 97% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 88% |
| Females | 85% |
| Males | 92% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 88% |
| Students with disability | 69% |
| Students with no reported disability | 90% |
| English learner | 90% |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 93% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 93% |
| 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 | 77% |
| Females | 82% |
| Males | 73% |
| African American | n/a |
| Asian | 86% |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 77% |
| Students with disability | 27% |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 88% |
| Males | 91% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 91% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 91% |
| Parent education - some college (includes AA degree) | 87% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 88% |
| 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 | 99% |
| Females | 98% |
| Males | 99% |
| African American | n/a |
| Asian | 100% |
| Filipino | 100% |
| Hispanic or Latino | 100% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 98% |
| Students with disability | n/a |
| Students with no reported disability | 98% |
| English learner | n/a |
| Fluent-English proficient and English only | 98% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 98% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 84% |
| Males | 97% |
| African American | n/a |
| Asian | 100% |
| Filipino | 92% |
| Hispanic or Latino | 91% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 93% |
| 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 | 90% |
| Females | 91% |
| Males | 90% |
| African American | n/a |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 93% |
| Males | 82% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 91% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 86% |
| Males | 90% |
| African American | n/a |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 91% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 83% |
| 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 | 92% |
| Females | 94% |
| Males | 92% |
| African American | n/a |
| Asian | 100% |
| Filipino | 91% |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | 97% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 87% |
| Males | 88% |
| African American | n/a |
| Asian | 100% |
| Filipino | 91% |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 91% |
| 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
Grade 6
All students
Female
Male
All students
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 53% | 27% | ||
| Asian | 25% | 11% | ||
| Hispanic | 15% | 51% | ||
| Black | 5% | 7% | ||
| Two or more races | 1% | 3% | ||
| American Indian/Alaska Native | 0% | 1% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 4% | N/A | 54% |
| English language learners 2 | 10% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Korean | 44% | 1% | ||
| Spanish | 20% | 85% | ||
| Filipino (Pilipino or Tagalog) | 11% | 1% | ||
| Arabic | 6% | 1% | ||
| Farsi (Persian) | 4% | 0% | ||
| All other non-English languages | 2% | 1% | ||
| Mandarin (Putonghua) | 2% | 1% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 2% | 0% | ||
| Assyrian | 1% | 0% | ||
| Cantonese | 1% | 2% | ||
| Hebrew | 1% | 0% | ||
| Hindi | 1% | 0% | ||
| Hungarian | 1% | 0% | ||
| Indonesian | 1% | 0% | ||
| Portuguese | 1% | 0% | ||
| Russian | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 23 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 8 | N/A | 11 |
| Average years teaching | 11 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| School Leader's name |
|
| Special schedule |
|
| Fax number |
|


Tips for understanding school culture
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23670 Newhall Ranch Road
Santa Clarita,
CA 91355
Phone: (661) 294-5375
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