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Teacher quality
Principal leadership
Parent involvement
We came from a fundamental school to Madera. We have been at the school for the last two years. The same amount of time as the new Principle Mr Hall. It has been a wonderful change. The Principle is very involved he works with you. The teachers have been great. The PTA is over the top. I just wished we started here and not the fundamental school. I would definitely recommend this school.
—Submitted by a parent
First year at Madera, so far it has been a great experience. Principal Hall has been so down to earth, very engaged with parents and students and you dont get that "fake" vibe from him that you do with other administrators. There is a sincere "caring" vibe from the teachers and my daughter has said nothing but good things about her experience so far. As they say, first impression is what counts, so this is why I am posting this so soon into the year. We just had our anual Harvest festival and both parents and students had a blast. We are very happy and thankful to have our daughter here. (5th grade) BTW, the PTA here is soooo involved and are doing a fantastic job fundraising and coordinating fun events for the kids... GO PTA!!!
—Submitted by a parent
My family has been at Madera since 2005. While there have been a few hiccups, our overall experience has been great. I think a child's education starts at home and the school should expand upon that. My son has moved on to middle school and he and his friends from Madera are involved in leadership, NJHS and are in some Honors classes. They learned the basics they need for the future from Madera. At age 13 he still goes back and sees a few teachers. My daughter is going to second grade and has learned so much in 2 short years. A few teachers were irritating along the way, but that could just be personality issues. Our true love from the 2011-2012 school year was our new principal. He has made a huge difference in the atmosphere and spirit of Madera. My largest complaint does not fall solely on Madera (economy and pc district policies), however I have noticed it more there than at friends schools; the utter lack of field trips. While, as a busy parent I am happy with minimal fundraisers, I feel that I would be willing to do more to allow our children to enjoy more out of school learning experiences. Overall, my family loves the fun, friendly atmosphere at Madera Elementary.
—Submitted by a parent
The new Principal has been fantastic. He is a positive leader, who engages with the kids. He is out there most mornings greeting the kids and directing traffic. He is really down to earth and honest. The positive change is staff attitude is noticeable the moment you walk in the office. Only three stars because only time will tell if the new principal will stay longer than the last three. (Four principals in six years). Madera still has some some great teachers but there are just as many weak ones. Fourth, fifth and sixth grades teachers assign homework, but never check to see if it was done. Test scores have been droppings due to a loss of strong K,1,2, teachers.
—Submitted by a parent
The teachers are excellent, and really work with you and your child. Madera is one of the few schools in the district that offer both art and music to all students.
—Submitted by a parent
Maybe there is hope with the new Principle. The campus supervisors/ yard duties do not assist in establishing an enviroment that stimulates growth of desirable social and emotional habits for the children. This is there job description. Adults stand watching after school as the kids bully, they take no action and are generally accepting this as normal .
—Submitted by a parent
If you are ok with your child learning how to tie their shoes and count to 10 in the first grade then Madera is the school for you! This school falsely advertises high performance scores on their website. But all I see is my child doing is doodling cartoons at the bottom of his assignments because he completes them in 5min and sits bored the rest of the day. Every day that goes by I feel like my child's brain is being wasted by sitting in a classroom with underqualified teachers. I will be transfering my son to a private school for the next school year... Madera is the worst school I have ever had experiences with!
—Submitted by a parent
This school, at best, offers very little to a child s future and learning skills. My child has attended the school for many years and is soon to be leaving with very little to show for it... a few good teachers do not carry the weight of the rest of the staff, just waiting to retire.
—Submitted by a parent
My son has been going here for the last two years and I can not say enough great stuff about Madera. The principal, Mrs. Wolf is very active on the community and with the parents. My son has been fortunate enough to have the same teacher he had in K for 1st grade in a special split class. His teacher Ms. Cogan is amazing with the kids. My son is reading at almost a 3rd grade level. She lets the kids use their creativity. The PTA is amazing. The parent participation is amazing also. So glad my son goes here and my next child will be here next year.
—Submitted by a parent
My children have attended Madera since 2006. We are entering our 4th year. One thing that impresses me so much is the parent involvement at the school. The PTA is outstanding and the staff is wonderful. I receive personal calls from the principal when my child has done something noteworthy and it seems that children are constantly recognized for their achievements & good charactor. In my opinion, these are the qualities that create a good foundation for children to build upon. The teachers, in my experience, are extremely dedicated & encourage parent involvement in the class as well as at home. Let's face it, kids like to see their parents at school...it can do nothing but boost morale! So hats off to all involved with Madera's success story.
—Submitted by a parent
This is an awesome school,, the staff are freindly, the pta is amazing and the kids all work so hard. My kids have been here 2 years and i would never move them,, if you can get in its a must.
—Submitted by a parent
My child use to attend Township Elementary, although I was happy with my child's progress we had to move because we were not from the area. Then I read comments about Madera and I have yet to be dissappointed. My son has shown great improvement in the area or reading and writing. His third grade teacher Miss Johnson is great! I can't say enough good things about her. The office staff and principal are very friendly and they have lots of family activities throughout the year. I love Madera and hope to enroll my younger son soon.
—Submitted by a parent
We came to Madera because we thought it was academically a good school. We have not been disappointed as my daughter has definitely improved over the last year. She has a natural weakness in her learning to read and I would say She is borderline Dyslexic, however because of budget cuts the school refused to test her independently which is what I wanted, I refused their own psychologist to test her because they really don't know much about these types of special need - so She has not been tested at all. However, Mre Kuntz has done an astonishing job at getting my daughter up to their third grade level standards and my daughter now enjoys reading chapter books - her reading has improved tremendously - her Dad and I are very happy with her progress at Madera. Sorry to be leaving as we are re-locating!!!
—Submitted by a parent
We bought our house because it was in Madera Elementary's home school area. My three children have been attending since Kindergarten and we love it. Very active PTA, supportive Principal and terrific, caring teachers. It's no wonder that there's a waiting list to get into this school.
—Submitted by a parent
My oldest son has attended a few elementary schools four public and one private. Madera is the best elementary school by far, including the private school! The teachers are excellent and the principle is wonderful. They really care about the students and the PTA has really fun events planned throughout the year.
—Submitted by a parent
school recently improved in scoresbut lacks in extra curricular activities
—Submitted by a parent
We had a fourth grade teacher who seriously lacked initiative, communication skills and organization. Third grade teacher mrs. Bazzel was excellent. I believe the school should be consistant and have all the teachers post homework and other items for parents of a website, like yourhomework.Com or other. Its not really fair that we get that communication tool one year and then the next year that teacher just doesn't do it. Its an excellent way to keep parents involved and aware.
—Submitted by a parent
Both of my children started in the preschool at gsls and we love it. The classes are small and the teachers know the children. The kindergarden teacher is the best I've ever seen this year. They have music and arts and PE just about everyday. They go from 8:15 to 3pm which is a full day of fun and learning. If you are a parent that wants to be involved the school really loves it, there are a lot of parents in classrooms or doing activitys. The classes go on a monthly feildtrip to exciting plays or businesses. I love the school.
—Submitted by a parent
I believe that this is a very fine elementary school. Very involved parents. Good extracurricular activities.
—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.
77 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% 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
The state average for English Language Arts was 48% in 2012.
84 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
85 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.
56 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
56 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.
55 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
53 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
58 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.
22 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
24 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 | 71% |
| Females | 74% |
| Males | 68% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | n/a |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
| All Students | 70% |
| Females | 72% |
| Males | 68% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 72% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 82% |
| 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 | 55% |
| Females | 67% |
| Males | 44% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 19% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 59% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | n/a |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 55% |
| Parent education - declined to state | n/a |
| All Students | 72% |
| Females | 70% |
| Males | 73% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 72% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| 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 | 73% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 73% |
| 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 | 95% |
| Females | 94% |
| Males | 95% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| 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) | 88% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 92% |
| Females | 94% |
| Males | 91% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| 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) | 88% |
| 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 | 73% |
| Females | 87% |
| Males | 63% |
| 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) | 82% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| 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) | 73% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 72% |
| Females | 78% |
| Males | 67% |
| 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) | 79% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 73% |
| 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) | 45% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 65% |
| Males | 80% |
| 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 |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 78% |
| 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 | n/a |
| Males | 60% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 63% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | n/a |
| Fluent-English proficient and English only | 59% |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 37% |
| Females | n/a |
| Males | 29% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 47% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 38% |
| Students with disability | n/a |
| Students with no reported disability | 43% |
| English learner | n/a |
| Fluent-English proficient and English only | 38% |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
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
Fluent-English proficient and English only
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 | 67% | 28% | ||
| Hispanic or Latino | 15% | 49% | ||
| Asian | 8% | 8% | ||
| Multiple or No Response | 6% | 3% | ||
| African American | 2% | 7% | ||
| Filipino | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| 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 | 19% | N/A | 52% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 23 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 22 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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250 Royal Avenue
Simi Valley,
CA 93065
Website: Click here
Phone: (805) 520-6740
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Heritage Christian Academy
Simi Valley, CA
La Petite Academy
Simi Valley, CA
Simi Valley Adventist School
Simi Valley, CA
Simi Valley SDA School
Simi Valley, CA
Arroyo Elementary School
Simi Valley, CA
Lincoln Elementary School
Simi Valley, CA
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