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GreatSchools Rating

Longden Elementary School

Public | K-6 | 1001 students

Last modified
Community Rating

4 stars

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

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24 reviews of this school


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Posted July 5, 2012

Academically my child does well here (although the fact that I spend summers preparing him for the fall probably has something to do with it). The problem I have is with the principal and assistant principal; they don't seem to respect or communicate well with parents. My son had an incident report written up on him by a yard monitor for "inappropriate touching" (like most normal 6-year-old boys, he likes to roughhouse). Nobody was hurt and the asst. principal determined that all involved were just having fun. "This has happened many times before," the AP told me. So why wasn't I told about it until an incident report got written up? And why did I have to hear it as third-hand information through my spouse, when I am at the school every morning and afternoon? Why did I have to go to the district superintendent before anyone would talk to me and tell me what happened? Protip: I know that I agreed to your zero-tolerance no-touch policy, ridiculous as it may be, by signing my child up for your school. I also know that part of my job as a parent is to teach discipline and respect for rules and authority. But I can't act on what I don't know, can I?
—Submitted by a parent


Posted June 3, 2012

My son is in Mrs. C. Taylor's Kindergarten class this year and he absolutely LOVES her class. Mrs. Taylor is a fantastic teacher with right values and focus for children in K. The kindergarten program is very well coordinated with all the 5 classes getting the same homework and study material. In kindergarten, they focus on basics and does not expect the children to know and write all the ABCs as some other schools in other districts do. I like that they really try to make sure that all the children know their basics before moving on to the next level. This is the age where solidifying the foundation is so critical and I am glad that the teachers really seem to understand that at Longden. I was a little uncertain about the quality of school, but I am very happy with the education my son has gotten so far at this school.
—Submitted by a parent


Posted September 7, 2011

As an occupational therapist from an independent agency, the staff and teachers are very welcoming and wonderful to work with! They really keep the best interests of the students in mind. I love seeing all of the opportunities for parent and community involvement. The students seem committed and proud of their wonderful school!
—Submitted by a teacher


Posted February 7, 2011

best school ever me and all my friends went there and it is great! Never ever have i seen a better school


Posted May 19, 2009

Longden must be one of the best. The teachers are amazing. The staff are super kind and gentle. The school is well taken care of. But best of all, they teach so well. How? My son started with C's in Cloverly. Then he moved to Longden and started getting A's. Just plain awesome. Radical. Cool.
—Submitted by a parent


Posted December 24, 2008

my son has attended longden from k-3 i really like the afer school program and the teachers great school.
—Submitted by a parent


Posted October 29, 2008

My daughter came home with amazing grades last week. I really like the teachers and the afterschool programs. Great schools.
—Submitted by a parent


Posted October 19, 2008

my son has attended longden from k-4, and overall i've had an excellent experience. the teachers are willing to meet and are committed to the program. my son current teacher stay after and assist with his homework.
—Submitted by a parent


Posted August 24, 2006

Longden is an outstanding school. My son has had terrific teachers, who have provided a quality education to the students. I think Mr. Byers the choral music teacher makes music very enjoyable for the elementary students. Family read night by the librarian is a terrific way for parents to be involved, and it is always well attended. Quality Care, after school program is wonderful!
—Submitted by a parent


Posted March 9, 2006

Wonderful school, with mainstreaming opportunities for students in special day. The after school program 'stars club' is awesome as well!
—Submitted by a parent


Posted October 30, 2005

Fantastic and caring teachers!
—Submitted by a teacher


Posted September 19, 2005

Most teachers are devoted to their students. There is a much greater emphasis on technology than previously.
—Submitted by a former student


Posted August 20, 2005

Great school great teachers that care about thire students progression in grade level work.
—Submitted by a parent


Posted August 19, 2005

The teacher dedication to the students should not be questioned. They truly love to teach and thrive on every accomplishment their students make. Not only is the leadership at Longden to be questioned, but that of the district. I think that both have lost sight of what industry they are serving...the children, not themselves. We need a major overhaul immediately before we loose the best part of Longden....THE TEACHERS!
—Submitted by a teacher


Posted April 23, 2005

I have a child here since 1st grade and am happy with the school over all, my child is now in the 4th grade.
—Submitted by a parent


Posted April 1, 2005

My daughters attend Longden Elementary School. Both are eager to attend school on a daily basis. While participating in and attending a recent talent show, my youngest whispered to me with wide eyes 'Look the Principal is here to watch us!' Every teacher my girls have had since attending Longden have addressed their individual needs. Numerous extracurricular activities are available, from music lessons to family reading events. Harmful behavior is immediately addressed and simply not tolorated, which is reassuring to me as a parent. Overall, I'm thrilled to have such a wonderful school in my community.
—Submitted by a parent


Posted March 31, 2005

I must say my kids were a forth generation longden family and until the pricipal took over I would have given the school rave reviews but the school isnt about the kids its now about making a grade. I have since removed my children from the school and it was the best thing for them. One of my children was said to have a speech problem, well after the new school retested, they stated his prior school must have too many speech ther. with nothing to do that he is above aver. for his grade. He also is now a A student whereas longden held him back??? Hummm what does that tell you????
—Submitted by a parent


Posted February 24, 2005

The Principal at Longden school has alot to be desired. She is more about herself than her students. She lacks professionalism on all fronts. Although I understand her lack of business maturity perhaps someone can assist her in acting like a professional. The School district is ok but I would hope that they open there eyes to a severe weeekness in the leadership team at Longden. I know there are many more parents with my same thoughts we need to band together to remove this poor leader and example to our kids.
—Submitted by a parent


Posted February 8, 2005

I've been very impressed with the quality of the Kindergarten program. The teachers are dedicated and committed, and I didn't expect my little girl to start reading so well so soon!
—Submitted by a parent


Posted December 22, 2004

Good campus, education level above average, good after school programs available. Good neighborhood.
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

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

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

This school's
API score

903

Change from
2011 to 2012

-2

API Statewide Rank
(2011)

9 / 10

API Similar Schools Rank (2011)

4 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2012

This school's
API score

903

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

-2

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

9 / 10

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

4 / 10

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

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

149 students were tested at this school in 2012.

2012

 
 
76%

2011

 
 
78%

2010

 
 
74%

2009

 
 
80%
Math

The state average for Math was 64% in 2012.

149 students were tested at this school in 2012.

2012

 
 
88%

2011

 
 
79%

2010

 
 
76%

2009

 
 
86%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

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

124 students were tested at this school in 2012.

2012

 
 
69%

2011

 
 
58%

2010

 
 
69%

2009

 
 
66%
Math

The state average for Math was 69% in 2012.

125 students were tested at this school in 2012.

2012

 
 
85%

2011

 
 
84%

2010

 
 
80%

2009

 
 
84%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

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

132 students were tested at this school in 2012.

2012

 
 
86%

2011

 
 
82%

2010

 
 
83%

2009

 
 
83%
Math

The state average for Math was 71% in 2012.

133 students were tested at this school in 2012.

2012

 
 
79%

2011

 
 
87%

2010

 
 
86%

2009

 
 
87%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

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

134 students were tested at this school in 2012.

2012

 
 
73%

2011

 
 
80%

2010

 
 
77%

2009

 
 
67%
Math

The state average for Math was 65% in 2012.

133 students were tested at this school in 2012.

2012

 
 
78%

2011

 
 
82%

2010

 
 
81%

2009

 
 
70%
Science

The state average for Science was 60% in 2012.

134 students were tested at this school in 2012.

2012

 
 
86%

2011

 
 
89%

2010

 
 
80%

2009

 
 
73%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 59% in 2012.

180 students were tested at this school in 2012.

2012

 
 
80%

2011

 
 
77%

2010

 
 
73%

2009

 
 
73%
Math

The state average for Math was 55% in 2012.

180 students were tested at this school in 2012.

2012

 
 
79%

2011

 
 
79%

2010

 
 
72%

2009

 
 
71%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

All Students76%
Females81%
Males69%
African Americann/a
Asian88%
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged63%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability77%
English learner74%
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate61%
Parent education - some college (includes AA degree)64%
Parent education - college graduate86%
Parent education - graduate school/post graduate85%
Parent education - declined to state73%

Math

All Students88%
Females88%
Males87%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latino80%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)57%
Economically disadvantaged83%
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability87%
English learner83%
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate74%
Parent education - some college (includes AA degree)84%
Parent education - college graduate95%
Parent education - graduate school/post graduate93%
Parent education - declined to state91%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

English Language Arts

All Students69%
Females71%
Males68%
African Americann/a
Asian77%
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged45%
Non-economically disadvantaged81%
Students with disability42%
Students with no reported disability72%
English learner54%
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate25%
Parent education - some college (includes AA degree)72%
Parent education - college graduate79%
Parent education - graduate school/post graduate75%
Parent education - declined to staten/a

Math

All Students85%
Females87%
Males82%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged79%
Non-economically disadvantaged88%
Students with disability62%
Students with no reported disability88%
English learner80%
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate58%
Parent education - some college (includes AA degree)83%
Parent education - college graduate89%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

English Language Arts

All Students86%
Females90%
Males82%
African Americann/a
Asian94%
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantaged71%
Non-economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability85%
English learner76%
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate86%
Parent education - some college (includes AA degree)73%
Parent education - college graduate91%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Math

All Students79%
Females82%
Males76%
African Americann/a
Asian91%
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged70%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability81%
English learner76%
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate79%
Parent education - some college (includes AA degree)64%
Parent education - college graduate88%
Parent education - graduate school/post graduate82%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

English Language Arts

All Students73%
Females73%
Males73%
African Americann/a
Asian87%
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)41%
Economically disadvantaged61%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability76%
English learner48%
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate38%
Parent education - some college (includes AA degree)65%
Parent education - college graduate86%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a

Math

All Students78%
Females71%
Males86%
African Americann/a
Asian94%
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)38%
Economically disadvantaged69%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability80%
English learner70%
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate52%
Parent education - some college (includes AA degree)65%
Parent education - college graduate90%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a

Science

All Students86%
Females81%
Males91%
African Americann/a
Asian91%
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)65%
Economically disadvantaged79%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability87%
English learner73%
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate90%
Parent education - some college (includes AA degree)85%
Parent education - college graduate88%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

English Language Arts

All Students80%
Females89%
Males74%
African Americann/a
Asian89%
Filipinon/a
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged74%
Non-economically disadvantaged85%
Students with disability67%
Students with no reported disability82%
English learner44%
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate57%
Parent education - some college (includes AA degree)82%
Parent education - college graduate89%
Parent education - graduate school/post graduate74%
Parent education - declined to staten/a

Math

All Students79%
Females84%
Males74%
African Americann/a
Asian89%
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged76%
Non-economically disadvantaged81%
Students with disability75%
Students with no reported disability79%
English learner54%
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate73%
Parent education - some college (includes AA degree)64%
Parent education - college graduate85%
Parent education - graduate school/post graduate81%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
Asian 61% 8%
Hispanic or Latino 15% 49%
White 15% 28%
Multiple or No Response 7% 3%
Filipino 1% 3%
African American 0% 7%
American Indian or Alaska Native 0% 1%
Pacific Islander 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 126%N/A24%
Students eligible for free or reduced-price lunch program 234%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Mandarin (Putonghua) 44% 1%
Cantonese 25% 2%
Spanish 12% 85%
Vietnamese 4% 2%
Chaozhou (Chiuchow) 2% 0%
Filipino (Pilipino or Tagalog) 2% 1%
Indonesian 2% 0%
Japanese 2% 0%
Thai 2% 0%
All other non-English languages 1% 1%
Arabic 1% 1%
Burmese 1% 0%
Taiwanese 1% 0%
Farsi (Persian) 0% 0%
Korean 0% 1%
Punjabi 0% 1%
Toishanese 0% 0%
Urdu 0% 0%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 23N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 11N/A11
Average years teaching 13N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 2%N/A2%
Source: CA Dept. of Education, 2008-2009
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9501 Wendon Street
Temple City, CA 91780
Phone: (626) 548-5068

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