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Condor Elementary School

Public | K-6

 

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Living in Twentynine Palms

Situated in a suburban neighborhood. The median home value is $80,000. The average monthly rent for a 2 bedroom apartment is $960.

Source: Sperling's Best Places
 
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 4 ratings
2012:
Based on 3 ratings
2011:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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24 reviews of this school


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Posted August 22, 2013

I wish I could give negative ratings. This school is awful. Mr Gattuso is spineless and lackluster. The teachers are terrible. My son needs a 504, which is required by law and they falsified documents. We are currently working with an attorney because they denied him care and accommodations. The biggest bullies are the teacher and staff, especially the woman at the front desk who curses and yells at the children when she thinks no one is looking or within earshot. The teachers don't care at all and do not communicate with parents. The pe teacher, ms Herrington frequently denies children water before during and after pe outside (where the temp is frequently over 100 degrees). Don't send your kids here. It's bad when you have to call cps because of the school.
—Submitted by a parent


Posted May 21, 2013

If you have a child with special needs, PLEASE do not send them here. The district as a whole is horrible for special education, but the insensitivity displayed to my child is repulsive.
—Submitted by a parent


Posted April 29, 2013

We came to this school mid-year from Quantico, and so far I'm just OK with Condor. They lack art, music and foreign language, which is disappointing. The staff seem nice, but not very personable. The principle has looked at me several times, but not once introduced himself, and I'm certain he over heard me talking with the front office staff and knew that we were new. Changing schools mid school year is a big deal, and I was hoping for a school tour, or some other form of welcome and we did not receive it. My daughter's teacher is very nice and she seems happy with her. Hoping as time goes on (we will be here 2 years) that I will be able to add a 4th or 5th star to my rating.
—Submitted by a parent


Posted February 25, 2013

This is the second year my child has attended Condor. I've volunteered in the classroom both years and have been impressed by the staff and other parent volunteers. My child has special needs and the school has been very accommodating. In my opinion, you get what you give to a school. Volunteer your time in the classroom or in the Parent Involvement Room, have lunch with your child, just be present. The school and parents need to work together to make your child's education a success. As far as the parent who said they 'hand out detentions for minor offenses' it's called making your child accountable. So they have to sit out for a 15 min recess? The teacher is trying to teach them a life lesson that most kids today do not posses- responsibility. I would make my child check their agenda every morning to make sure I signed it. Sometimes I wouldn't sign it on purpose to see if they were paying attention. And guess what, after 1 detention they learned their lesson and hasn't had a problem since. Great school and great staff!
—Submitted by a parent


Posted September 14, 2012

Condor is literally the best elementary school MUSD has to offer and we chose to live on base and were willing to live in a motel longer than necessary to ensure we would live in a housing area that permitted them to attend here (ocotillo housing residents go to school off base.) The year we enrolled them, the state test scores were the best they had ever been and were the best in the district. This year is no different; they have set the bar even higher and are WELL above CA state average. This is no small feat..the student turnover is astounding as it would be in any school aboard a military base. They have students come in mid year from schools in NC and Hawaii who have some of the worst schools in the country. Teachers are great overall. We've had 1 out of 6 that we were less than pleased with, but that kind of thing is bound to happen anywhere. Parental involvement seems to be excellent and the principal, mr. Gattuso, can be seen interacting with the kids every time you step foot in there. Mine all think the sun rises and sets on that man! I'm not sure what him being single has to do with anything, as another reviewer suggests.
—Submitted by a parent


Posted June 5, 2012

This school is horrible..My son loved school till he attended here. They have a speech therapist that's only there on Monday-thur. if your child need special education I def wouldn't put your child in this school. They don't look out for all students. If they fall behind oh well that's there attitude. The principal seem clueless on most. Worst school I've seen in my life. My son was also hit and ect by a student, The teacher just said never seen it. -submitted by a parent
—Submitted by a parent


Posted June 3, 2012

Since attending this my son's attitude towards school has changed. We had to change teachers in the middle of the school year because his teacher who had very little patience with students whom requires more direction due to lack of self confidence and This 2nd grade teacher was prone to aggressive outburst. As well as very eager to hand out detentions for minor offense. Ex: detention for parent signature on wrong date in agenda. The principle was no better, available to discuss issues but very adamant that class size was a 36 ratio so there will be moments of stress. I was extremely relieved when the super intendant of the district took quick action and didn't excuse the behavior the teacher was engaging in. My sons grades have dropped due to the high stress of school. There is an amazing after school program that has contributed to my sons improvement to help him get to the next grade, it's called Save The Children. If your child is prone to being bullied I would not recommend this school due to the insensitivty of the majority of the staff.
—Submitted by a parent


Posted October 17, 2011

The new principal is an excellent example of what innovative leadership can do for a school. Under the leadership of this principal this school has surpassed all the other schools in the district in test scores. The test scores are the highest they have ever been in the school's history, the teachers and principal should be proud of themselves. Great parent involvement, best PTO I have witnessed in a long time.


Posted June 30, 2011

Although there are a handful of excellent teachers at this school most come and go as often as the military families that attend. The staff is not very equipt when dealing with any children who require more than entering the school, tending to themself all day, and going home. The Principal is a single male whom is a terrible example of what a school official should be. On the plus, there is lots of parent involvement from a few families willing to step up.
—Submitted by a parent


Posted June 14, 2010

I feel Condor has a lot to offer it's students. Education is what you as the parent puts into it not just the teachers. Parents need to get more involved into to their child's education not just when there is a problem. My children attended this school and all three of them have done well for themselves. But I was one of those parents that was at the school everyday involved in my child's education. It is my job to make sure my child is educated, the teacher was there to help my child and me. I agree with some comments but in the long run the parent is the best teacher and need to take the responsibility for their own child's education. Stop blaming other people if your child is not achieving their full potential.
—Submitted by a teacher


Posted August 12, 2008

My children spent 7 months at 29 Palms Junior High and Condor Elementary. If you have a child with special needs, this school system is not recommended. Also, if you're accustomed to a grading system of A's, B's, etc., you will have a big adjustment to the 1's, 2's, etc. system and why/how the numbers are assessed the way they are.
—Submitted by a parent


Posted June 4, 2008

My son has been a student at Condor Elementary for 21/2 years. originally he started off with one of the best teachers, who didn't have a problem with providing extra help, or keeping my husband and I informed on our childs progress. he did extremely well with his first state test requirements. Through his 4th and currently 5th grade years, he started to rush through his assignments, which caused his grades to drop. No parent should have to call the teacher to ask how their child is doing in class, especially over a 3 week period, when the child grades are dropping. Ultimately I think the school itself is great, but some of the teachers are definately slacking with the communication with parents. We as parents do not let our childrens education stop in the classroom, we teach at home too. So an improvement in that area will be helpful.
—Submitted by a parent


Posted May 23, 2008

My children spent a year At Oasis Elementary and then transferred to Condor. I read the other reviews, and while I agree that if you have a gifted or advanced child, they are not likely to be able to work to their potential-- that is an issue with California schools, not unique to Condor. I have had experience with some North San Diego schools, and DoD schools. I think we do have a problem with bullying, but taking into account that we have a high rate of deployments and parent abdication, I think the staff does as well as they can with that. My son too has been punched, and I felt quite satisfied with the way Ms. Dixon handled the matter. Everything negative I would say applies to the CA philosophy on education, not Condor specifically.
—Submitted by a parent


Posted January 6, 2008

My son has attended Condor for the last two years. 3rd and 4th Grade. Both years he was put in a class with over thirty students and then a month later was put into a class with the new teacher that was brought in to pick up the slack. Both years the new teachers were brought in and had to play catch up with on help from the other teachers. The results were not good. Before he came to Condor he was very into school and now he dreads it. I have increased my level of involvement with his homework greatly to help keep him on point. In my opinion Condor lacks discipline in the classroom and quality teachers that when it comes to teamwork.
—Submitted by a parent


Posted October 3, 2007

I have four boys and they have all gone to condor and I have had nothing but positive results from the teachers and the staff at condor. Mrs Evans is wonderful and really knows how to be a teacher very stern and very caring too. I just would like to say thank you to the teachers that work so hard to give are kids a great head start in life. I won't forget the friendly front office as well very nice and always there to help.
—Submitted by a parent


Posted July 10, 2006

We transferred here after school had started and my kids first day was made with open arms. It is a small school and a very close knit community. I truly enjoyed the teachers and staff. If I had a question or concern I was could count an answer right away. I can't wait for school to start next year so my kids can jump in and have a great year!
—Submitted by a parent


Posted June 9, 2006

This school has a real trouble with bullies. And there is no action. My son was punched at school and I was not contacted, they simple told the boy that had done it not to do it anymore. This is the worst school I have ever had my children in, I wish I could afford private school. Oh the good note the only good note so far is Miss Short. She is a wonderful teacher, firm when the kids need it but kind at heart.
—Submitted by a parent


Posted April 20, 2006

COndor seems very lax regarding procedures for children coming and going aboard the campus. The teacher turn over is high and the academic work is not a challenge. This is an average school
—Submitted by a parent


Posted February 24, 2006

Though the school is a good one, I feel that the more advanced students are held back because of the slower students. There should be more individual attention to the student according to their needs.
—Submitted by a parent


Posted January 12, 2006

The quality of teacher at this school is horrible. Until this year I can only say there is one teacher at the school that rates his paycheck. Now there are two. A new teacher who came from the east coast has in 4 months brought my daughters gpa from way below to average or above. She now loves school and loves to read which last year was a chore. But now we are moving. The teacher will only be there for up to 3 years so hopefully there stats inprove in that time. Condor is the worst school academically she has ever been too.
—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 2013.

This school's
API score

895

Change from
2012 to 2013

+39

API Statewide Rank
(2012)

7 / 10

API Similar Schools Rank (2012)

10 / 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 2013

This school's
API score

895

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
2012 to 2013

+39

Change from 2012 to 2013
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
(2012)

7 / 10

API Statewide Rank (2012)
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 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

10 / 10

API Similar Schools Rank (2012)
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 56% in 2013.

86 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
74%

2011

 
 
65%

2010

 
 
55%
Math

The state average for Math was 65% in 2013.

86 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
67%

2011

 
 
66%

2010

 
 
59%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

81 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
50%

2011

 
 
37%

2010

 
 
48%
Math

The state average for Math was 66% in 2013.

82 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
59%

2011

 
 
56%

2010

 
 
54%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

68 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
86%

2011

 
 
82%

2010

 
 
77%
Math

The state average for Math was 72% in 2013.

67 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
80%

2011

 
 
90%

2010

 
 
82%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

54 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
81%

2011

 
 
64%

2010

 
 
64%
Math

The state average for Math was 65% in 2013.

54 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
55%

2011

 
 
51%

2010

 
 
58%
Science

The state average for Science was 57% in 2013.

54 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
75%

2011

 
 
70%

2010

 
 
69%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

44 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
70%

2011

 
 
83%

2010

 
 
59%
Math

The state average for Math was 55% in 2013.

44 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
69%

2011

 
 
73%

2010

 
 
58%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students74%
Females80%
Males69%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged75%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)81%
Parent education - college graduate63%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students75%
Females75%
Males76%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged74%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)80%
Parent education - college graduate63%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students62%
Females54%
Males70%
African American55%
Asiann/a
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged52%
Non-economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability61%
English learnern/a
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate67%
Parent education - some college (includes AA degree)59%
Parent education - college graduate65%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students79%
Females68%
Males90%
African American82%
Asiann/a
Filipinon/a
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged72%
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
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 graduate83%
Parent education - some college (includes AA degree)82%
Parent education - college graduate71%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students79%
Females82%
Males76%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino88%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged75%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)78%
Parent education - college graduate73%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students76%
Females73%
Males79%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged78%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability76%
English learnern/a
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 graduaten/a
Parent education - some college (includes AA degree)76%
Parent education - college graduate73%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students91%
Females86%
Males96%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino87%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)96%
Economically disadvantaged79%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
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 graduaten/a
Parent education - some college (includes AA degree)87%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students79%
Females75%
Males85%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged79%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)84%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students76%
Females75%
Males77%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged71%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)77%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students82%
Females88%
Males79%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged76%
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)82%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students79%
Females94%
Males71%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged76%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
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 graduaten/a
Parent education - some college (includes AA degree)86%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
White 47% 26%
Hispanic 32% 52%
Black 10% 6%
Two or more races 8% 3%
Asian or Asian/Pacific Islander 3% 11%
American Indian/Alaska Native 1% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 67%N/A55%
Source: NCES, 2011-2012

Teacher experience

  This school District averageState average
First-year teachers 19%N/AN/A
Source: CRDC, 2011-2012

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School basics

School Leader's name
  • Paul Gattuso
Fax number
  • (760) 368-1144

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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2551 Condor Road
Twentynine Palms, CA 92277
Phone: (760) 367-0750

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