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Teacher quality
Principal leadership
Parent involvement
My son transferred to Garden Grove as a new upper-grade student this year. What a turn-around for him! He now has academic curiosity and a desire to learn and explore, thanks to his teacher's creative teaching methods and the accountability she instills in her students. It's been a great year so far and I have recommended Garden Grove IMPACT Academy to everyone!
—Submitted by a parent
Garden Grove IMPACT Academy is such a great school. This school has very dedicated teachers, very helpful staff and Great Principal. The teachers in Garden Grove have worked very well with parents, and always keeping us informed as to our childs needs. A BIG thanks to Mrs. Aiani, Mrs. Ramseth, Mrs. Moss and Mrs Coleman.. Our kids show tremendous improvement since they moved to this school. :)
—Submitted by a parent
My son has been coming here for 5 years and was always disliked and picked on at this school . The teachers are the best but the principal doesn't do anything she just says stop'STOP'! staffs ROCK!!!!!!
—Submitted by a parent
Garden Grove IMPACT Academy is a great school. We have attended this school for six years now and cannot say enough about it. Transforming into a IMPACT Academy this year with the focus on Critical Thinking, Math and Science has really shown its colors. My students come home with great questions and information. They are really excited to be learning things out of the textbook. Their Exploratory Lab is fabulous. My kids visit the lab once a week for demonstrations or experiments or to explore whatever the study is for the time. When you have very few if any students leaving to middle school from 5th here and choose to stay here for their 6th grade, it speaks volumes. The 5th and 6th teacher team ROCKS! I believe they really care about their students and want to ensure the transition to middle school is as smooth and prepared as possible. They have a diverse population in that our special needs students are included with the typical child and our students are, I feel, better prepared to handle different people and situations in everyday life. Our students show tremendous character! "A" in my book. However, would love to see more parent involvement. Their PTA is active.
—Submitted by a parent
Garden Grove is not our neighborhood school--we chose to come here because of how impressed we were with the entire staff and their new science, math and critical thinking program (called the IMPACT Academy) during a visit. We could not be more thrilled with Principal Mary Curtis (who is always circulating in the school and seems to know all of the 550 kids by name), the teachers (who have been amazing at teaching, very dedicated and incredibly caring) and the IMPACT Academy, which encourages kids to ask questions and explore the answers themselves with an emphasis on hands-on activity. This school may not have the highest test scores in the district, but that is because of so many special needs students there. Even though our child is not special needs, we see that the school has a more flexible attitude toward children's learning overall as a result, such as encouraging kids who are ahead in some areas (such as reading) to go to the next grade class for part of the day to be more challenged. As news spreads about the IMPACT Academy program and the teaching staff overall, we think that Garden Grove will be one of the most coveted schools in Simi Valley.
—Submitted by a parent
My child who attended the LEAP preschool program for 2 years has language delays and autistic like characteristics. I am delighted to express my views of this outstanding program. I am an educator in another district and have seen many special day classes and Lida Miller is by far one of if not the greatest preschool special ed teachers I have known. All of our concerns in his IEP were both respected and addressed. Everyone on the IEP team genuinely cared and listened taking into account our personal preferences and experiences. The typical peers in class were a joy and my son developed friendships with some of them. The aides were always attentive and loving toward all of the children. I will deeply miss the children and staff we come to love over the two years my son has attended. If there is any doubt about this program please take my endorsement as a teacher and a mother into account when considering enrolling in this program. Teacher Lida you will be missed.
—Submitted by a parent
This is our home school. Though this institution received a 7/10 rating, when you compare to other schools in the community, it's scoring on state test are not much lower than others. I think parents in this community need to support this school, enroll your kids, get involved and make this schools score a 9 out of 10 or 10 out of 10. The school, alone, can't do it. It needs every parent's help to do make this happen. Thank you!
—Submitted by a parent
The leadership at our school is amazing. Mary Curtis works so hard to run a cohesive environment for the teachers, children and parents. I wouldn't go anywhere else but Garden Grove. Her genuine attention with each student is so appreciated as a parent. My children have been so lucky to be at a school like Garden Grove. The teachers here are fantastic! Their enthusiasm for teaching is abundant. They know what they need to do and they do it well. Making it fun and exciting for all students; they ensure that each child is included and no one is left behind. Garden Grove ROCKS!
—Submitted by a parent
Garden Grove is such a wonderful school because of the caring teachers and staff. The Special Needs program that they offer allows kids to be intermingled and respect the differences of all people.
—Submitted by a parent
Garden Grove Elementary School is a strong community involved campus that instills a very nurturing, caring environment for the students. The principal, Mary Curtis, the teachers, the office staff, ;the school nurse, the instructional aides, ;the librarian, the long term substitute teachers, the campus supervisors, the maintenance staff, the PTA, everyone works well together with one goal in mind, what's best for the kids. My daughter could not have attended a better school than Garden Grove Elementary. A very big plus for the students of the school is the interaction of the children of the school's SDC program with the rest of the children on campus. This interaction will no doubt help produce well rounded citizens of the students who will go out into the world with a hands on perspective that there are all kinds of people on this planet with all kinds of abilities. Kudos to Garden Grove Elementary!
—Submitted by a parent
I love Garden Grove because of the kindness and diversity of its staff.The way staff,PTA and volunteers work together is amazing..Building a strong feeling of community that hopefully will extend beyond Garden Grove now and unto future years..
We have a wonderful staff and a great diverse student body!
—Submitted by a parent
I am a new parent to Garden Grove, and soon i will be moving my child. I have not had a good experience with the teachers, staff PTA or administration. Compared to my child's previous school in another state, this school is abysmal. Hugh class sizes, excessive homework, lack of extra curricular activities and specialize staff all contribute to the less-than-adequate atmosphere for my child. I can't wait to get her out of there.
—Submitted by a parent
My daughter is in kindergarten and has probably the best of the K-teachers. I think that is the most positive thing I can say about the school so far. I am not impressed by the principal, vice-principal or the office staff. They all seem to be very unprofessional in the way that if you have an issue, they don't want to be the one to have to hear it. The school itself, I believe, is really rundown and the parking for dropping off and picking up is a NIGHTMARE! The worst I have ever seen.
—Submitted by a parent
There is not much support there for my student who continues to struggle academically. After repeating 2nd grade you receive no support, constant judgement, and being a single mother, they have no patience for you, especially since you cannot be a part of the PTA and help out. My daughter has turned in homework, only to have it not be validated, and she has given up. She now has an IEP, but her progress is worse this year, than last year.
—Submitted by a parent
I work often as a substitute in the school office and have always been impressed with their friendly, yet professional attitude. Discipline is handled quickly, the teaching staff are well trained and educated and the support staff are exceptional. They have strong parent involvement with volunteers and the PTA. Garden Grove is an asset to the Simi Valley School District and I would be highly suspect of any comments that are anonymous.
—Submitted by Carolyn Szafran, a staff
I have a special needs child who attends the preschool program, and I am quite happy with the results I've seen in my son. The teachers are wonderful about giving daily feedback and will also try to implement what we are learning at home, (potty training, reading, etc.) with what they work on in the class room. I feel that my son is happy, safe & well cared for while he is there. He is constantly growing from his experience at Garden Grove thus far.
—Submitted by Kelly Konopelski, a parent
An average school with average teachers. Not sure about the new principal yet, but the office staff is unprofessional, and obviously dislike their jobs. Parent/teacher conferences are all talk and no action. Teachers in the higher grades assign so much homework I wonder what THEY do for a living. The library is claustrophobic and in dire need of a remodel, some of the yard duties I've met seem oblivious to the smaller kids, and the drop-off/pick-up times are total chaos. I've seen people park in the middle of the street and leave their cars in the red zone with no one to move them along. I hope the new principal takes notice of these problems.
—Submitted by a parent
I am loving the kindergarden program at this school. The teachers work together seamlessly, and the students really benefit from it. The learning is made easy through the use of music and art.
—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.
68 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
68 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.
65 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
65 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.
55 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
57 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.
57 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
57 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
57 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.
77 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
77 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 | 62% |
| Females | 69% |
| Males | 55% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | 64% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 60% |
| Males | 76% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | 64% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 52% |
| Females | 55% |
| Males | 50% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 57% |
| Students with disability | n/a |
| Students with no reported disability | 53% |
| English learner | n/a |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 73% |
| Males | 88% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 72% |
| Parent education - some college (includes AA degree) | 88% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 73% |
| Females | 83% |
| Males | 65% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | n/a |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 75% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 92% |
| Males | 73% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 75% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 62% |
| Females | 70% |
| Males | 53% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 66% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 61% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | n/a |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 70% |
| Females | 67% |
| Males | 73% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 66% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 81% |
| Males | 80% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 86% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 82% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 59% |
| Females | 65% |
| Males | 55% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 59% |
| Students with disability | n/a |
| Students with no reported disability | 61% |
| English learner | n/a |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 55% |
| Females | 59% |
| Males | 50% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 59% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 55% |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| English learner | n/a |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
All students
Female
Male
All students
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 59% | 28% | ||
| Hispanic or Latino | 27% | 49% | ||
| Asian | 5% | 8% | ||
| Multiple or No Response | 5% | 3% | ||
| African American | 2% | 7% | ||
| American Indian or Alaska Native | 2% | 1% | ||
| Filipino | 1% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 12% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 30% | N/A | 52% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 20 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 19 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 96% | N/A | 96% |
| Emergency credential or waiver | 4% | N/A | 2% |
| Specific academic themes or areas of focus |
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| School facilities |
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| School facilities |
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| School facilities |
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| Before school or after school care / program onsite |
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| School Leader's name |
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| Best ways for parents to contact the school |
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| Age at which early childhood or Pre-K program begins |
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| Gender |
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| Is there an application process? |
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| Fax number |
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| Instructional and/or curriculum models used Don't understand these terms? |
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| Specific academic themes or areas of focus Don't understand these terms? |
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| Bi-lingual or language immersion programs offered Don't understand these terms? |
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| Level of special education programming offered |
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| Specialized programs for specific types of special education students |
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| Foreign languages taught |
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| Transportation provided for students by the school / district |
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| Clubs (distinct from courses) |
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Photos


Tips for understanding school culture
| Dress Code |
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| Bullying policy |
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| Parent involvement |
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TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.
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10 out of 10students were accepted for the 2012-2013 school year.
| Students accepted for the 2012-2013 school year | 55 |
| Applications received for the 2012-2013 school year | 55 |
| Students typically attend these schools after graduating | Valley View Middle School Simi High School |
2250 North Tracy Ave.
Simi Valley,
CA 93063
Website: Click here
Phone: (805) 520-6700
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