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Teacher quality
Principal leadership
Parent involvement
Both my boys attend eastwood, I love it ! the teachers are highly qualified, have a lot of experience and also kind. the office staff is professional and helpful.
—Submitted by a parent
I'm very disappointed to see all the negative comments about such a fantastic school. I attended Eastwood, and I have two boys who will be attending as well. I cannot imagine them going to any other elementary school. I have the utmost confidence in sending my boys there. I have heard nothing but great things from friends who's children attend the school. It may be that some children who are not challenged by public school curriculum, should possibly be home schooled or in a private school. Considering what we hear and see about schools now days, Eastwood far exceeds the standard.
—Submitted by a parent
My children are excelling, happy and engaged. There is a a fine balance of new and old school teaching methods, which I believe makes my children successful learners. So far all the teachers my children have had show compassion, and dedication to their education. The parent involvement at Eastwood is like no other I have heard of. Our family looks forward to attending Eastwood for the many years we have to come!
—Submitted by a parent
Positives: -2010 Distinguished Schools Award -heavily involved parents -group of active dads called "Dolphin Dads" -decent API scores -smart boards, PE teacher & specialized programs -easy to volunteer in the classrooms -most teachers are GATE trained Negatives - they have failed to challenge my kids or meet their individual needs -there are a ton of worksheets & passive learning lessons with very little active, hands-on curriculum -the classrooms are "cookie-cutter" with the same lessons, assignments, & curriculum flow regardless of each child's individual abilities -there is very little differentiation -large class sizes -inadequate GATE program Overall, there are many positives that make the school seem amazing and they talk a good talk. However, in reality, the execution of education is substandard and the environment lacks magic and feels unwelcoming. This was our first year at Eastwood (kinder & 3rd grade) and we are happily moving on to another district.
—Submitted by a parent
i have mixed rating for this school. i have a 6th grader who is doing great. teacher is very organized and never have I had any difference opinion in the work given. Unfortunately with my 4th grader, i have had to speak with the teacher and principal regarding work assigned, grading. my child has received an zero on some work and I have not been contacted. There has been times when I am fed up and want to take my child out of this school so I can home school. needless to say next year we will not be attending this school.
—Submitted by a parent
I went to Eastwood school back inthe early 70's it was a great school back then! The teachers taught very well. I also learned self respect and common sense. Something that is not taught in school today. I have children that go to this school now, and I feel very comfortable knowing my children are going to a great school!
—Submitted by a parent
A good school, with nice teachers. The after-school program needs to put a little more effort into making it an exceptional place for my children to go. I recieve many complaints from them after school about some of the things they do. With all the money they recieve from donations every year I personally do not think I should have to go there to see dirty, brown, broken grass. They need to be wiser with the way the money is spent at this school, such as less high tech things for the teachers, and better lunches and recess/P.E. equipment. Over all a good school but needs a little work to make it a superb environment.
—Submitted by a parent
Wouldn't leave it for the world. Great school, great environment, great teachers and staff, and great parents.
—Submitted by a parent
Eastwood is incredible! I'm speaking not only as a parent, but as a former student myself (many moons ago!). I am thrilled that my child is able to attend the same elementary school I attended. I have nothing but wonderful memories of Eastwood and I know the same will hold true for my child. Teachers are wonderful--they care about the students and do an exceptional job at providing the best education they possibly can. Its a much better school than any of the other schools nearby--in the cirriculum they teach, etc. Parent participation is most impressive. My only complaint about this school would be in regards to the principal. I find her cold, distant and not an easy person to approach. She is definitely a pricipal for jr.high or h.s. level students, not elementary students. Hopefully, we will get another principal soon, one who is more nuturing and caring.
—Submitted by a parent
I have been a parent at Eastwood for over 8 years now having 4 children go thru the school. I absolutely love the school, and the teachers are wonderful. I found the curriculum challenging and my children excelled. They did get a new principal last year that in my opinion, is not a good leader! Again, the teachers were reason enough for my children to continue there, and I can hope a new principal is in the future!
—Submitted by a parent
Eastwood School is a wonderful school with very involved parents and staff. It is located in an afluent part of Westminster. You can tell parents care about the well-being of their children. The new principal seems to do a good job. Knows her students.
—Submitted by a parent
Nice school. Eastwood has a great parent base and good principal and staff. Great location.
—Submitted by a parent
I found that this school had a break down of staff communication which lead to several unnecessary unfortunate events that had to do with child safty and child trust in authority figures. over all I found small participation from parent involvement.
—Submitted by a parent
This School is highly desired in Westminster, but there is so much hype for nothing! The last principal was very good and you can tell from the scores that declined at least 25 points. Please there are many better schools than this one in Westminster. I have taken my kids out and put them in better school.
—Submitted by a parent
Eastwood Elementary is a fabulous school with great teachers and an excellent before and after school program. You couldn't ask for a better place for kids to learn and grow.
—Submitted by Helen Osborne, a parent
I have pulled my child completly out of Eastwood. Their standards are not one's I wish to put upon any child. This school is very militant and if you don't fit in the 'In crowd' you are ignored.
—Submitted by Xene Opt, a parent
My child attended this school up until this year. I also work as a sub. throughout the Westminster School District. I get to see the differences in the schools and how they are run. I have to say this school is the worst in attitudes. The Noon Time Supervisors yell at the children, belittle them and treat them as if this is a military school and unfortunatly the Principal backs them. I as a parent along with others tried to change this and all we got was negative back. This school is high in scores, but low in attitudes. The teaching skills are very low also. If a child falls behind the 'No child left behind' is not taken into consideration, they are left behind.
—Submitted by Mischa Muller, a parent
This is my childs first year at Eastwood, in an upper grade. We came from a school that was excellent in Teacher/Child relationships, and went to a school that is opposite. Thankfully the Principal will be leaving this year, hopefully the new one will turn this school around. Eastwood has high remarks, from outsiders. I rate this school a D-. Very poor in educational skills. I'd rather homeschool my child then allow them back at this school next year.
—Submitted by Summer Time, a parent
I am both a parent and a volunteer at Eastwood, and every aspect of the school is top notch. In fact, the only reason why I agreed to stay in Westminster is because we would have our children in Eastwood. The teachers in each grade level are the best. The school is able to retain their teachers, because it is such a wonderful school to be a part of. And we are going to miss our Principal as she retires, but the new principal seems just as friendly and capable as our current one. As for a safe environment, we have a very low rate of problems and accidents. I feel very comfortable with the oversight they receive at school. Eastwood gets an A+ from this reviewer!
—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.
76 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
76 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.
61 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
61 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.
70 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
71 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.
53 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.
53 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.
78 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
78 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 | 77% |
| Females | 81% |
| Males | 74% |
| African American | n/a |
| Asian | 76% |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | 64% |
| Fluent-English proficient and English only | 80% |
| 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) | 71% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 83% |
| Males | 73% |
| African American | n/a |
| Asian | 76% |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | 71% |
| Fluent-English proficient and English only | 79% |
| 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) | 75% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 87% |
| 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 | 82% |
| Females | 91% |
| Males | 69% |
| African American | n/a |
| Asian | 89% |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | 88% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 91% |
| Females | 94% |
| Males | 88% |
| African American | n/a |
| Asian | 89% |
| Filipino | n/a |
| Hispanic or Latino | 100% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 90% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | 88% |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 88% |
| Parent education - college graduate | 96% |
| Parent education - graduate school/post graduate | 100% |
| 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 | 89% |
| Females | 93% |
| Males | 81% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | 79% |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 96% |
| Females | 98% |
| Males | 93% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 88% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 91% |
| Non-economically disadvantaged | 98% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | 93% |
| Fluent-English proficient and English only | 96% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 95% |
| Parent education - college graduate | 96% |
| Parent education - graduate school/post graduate | 100% |
| 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 | 89% |
| Females | 92% |
| Males | 86% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| 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 | 92% |
| Parent education - declined to state | n/a |
| All Students | 94% |
| Females | 100% |
| Males | 89% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | 89% |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 98% |
| 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 | 100% |
| Parent education - declined to state | n/a |
| All Students | 94% |
| Females | 92% |
| Males | 96% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 94% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| 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) | 100% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 92% |
| 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 | 82% |
| Females | 86% |
| Males | 80% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 69% |
| Males | 69% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 66% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 74% |
| 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 | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
All students
Female
Male
All students
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
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 | 47% | 28% | ||
| Asian | 22% | 8% | ||
| Multiple or No Response | 19% | 3% | ||
| Hispanic or Latino | 9% | 49% | ||
| American Indian or Alaska Native | 2% | 1% | ||
| Filipino | 1% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| African American | 0% | 7% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 13% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 17% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Vietnamese | 58% | 2% | ||
| Spanish | 28% | 85% | ||
| Arabic | 6% | 1% | ||
| Japanese | 4% | 0% | ||
| Thai | 3% | 0% | ||
| Greek | 1% | 0% | ||
| Korean | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 25 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 15 | 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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13552 University
Westminster,
CA 92683
Phone: (714) 894-7227
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Garden Grove, CA
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Our mission is to inspire and support families to champion their children's education - at school, at home and in their community. We are a national non-profit with offices in San Francisco, Milwaukee, Washington D.C. and Indianapolis.
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GreatSchools, Inc. 160 Spear Street, Suite 1020, San Francisco, CA 94105
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For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
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