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GreatSchools Rating

Wallen L. Andrews Elementary School

Public | K-6

 

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Last modified
Community Rating

4 stars

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

Teacher quality

Principal leadership

Parent involvement

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18 reviews of this school


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Posted May 1, 2014

This school is overall a great school my kids have been going to this school for the 20 years and it gets better year after year. Teachers are great Principals do care about the students and the well being of the school. And the school also involves like my favorite the dad and daughter dance and or the mom and son trip to the Castle Park. they should have a dance for son and mom as well I think it would be fun
—Submitted by a parent


Posted April 24, 2014

I just moved our son to this school and I am impressed. Teachers are involved and committed as are the parents that truly understand the meaning of having a quality education. It takes a village to raise a child and this school has proven that not only should the school and teachers be involved, but they also point out that parents should volunteer and be aware of their child's education.
—Submitted by a parent


Posted December 23, 2013

I moved to Andrews Elementary from another school in the WCSD and could not have made a better choice. The teachers, staff and student body is superb! The community and school work together to ensure that Andrews is always doing its best for the children. We could not be happier having our 3 children call themselves Andrews Wildcats!! Great school! Great Staff! Great community! Great choice!!
—Submitted by a parent


Posted July 18, 2013

Andrews is a great school! The teachers, principal, students, and families are a true community. The teachers and principal are committed to high standards and excellence. There are lots of ways parents can be involved and the parents are so friendly here. If you need anything, the school is there! We love Andrews!
—Submitted by a parent


Posted February 12, 2013

My daughter loves the school. The school administration is helpful. The community environment is friendly and parents are awesome. I truly appreciate the teachers taking a genuine concern for all children. The API scores for last year was 858 and that was a significant jump from the previous year. The school is truly one of a kind.
—Submitted by a parent


Posted February 4, 2013

We love Andrews School! Our children have been here since kindergarten and we cannot say enough great things about Andrews! The school's greatest strengths are the dedicated teachers that have huge hearts! They are the driving force that brings out the best in its students! Last year's API score of 858 is a reflection of the hard work and rigor involved at Andrews. Yes the classroom size went up and there are things that need improvement but what school isn't a work in progress? Active and dedicated parents are an important part of the school. Your child is part of a learning family that gets academic support and enrichment everyday! We highly recommend a visit to our school so that you can experience the Wildcat Learning Environment!
—Submitted by a parent


Posted June 17, 2011

Great school with lots of activities and parent involvement. Even with all these budget cuts, it is good to know there are schools like andrews that come up with ideas so that our children still get a great education.
—Submitted by a parent


Posted April 23, 2011

This school is not what it used to be. More kids in the classes and a lack of leadership make for a mix of less than desireable performance. The teachers and staff are not there for the kids as you'd expect and want. The school uniform policy will again be implemented and really there are better choices where your kids could thrive. The leadership that cared and brought the CA Disntinguished school award is now gone.


Posted July 27, 2010

My child has been fortunate enough to have attended Andrews for 4 years now. The teachers are great. I appreciate the opportunity to be involved as much as I can. This last year was a bit of a struggle. The school's new (inexperienced) principal met with a group of parents that strongly opposed her presence. I however, feel that a principal with new ideas and a fresh outlook on our school's potential is a welcomed change. It is important for our principal to be given the opportunity to succeed. With parent and teacher support, our children can benefit greatly from what she has to offer. Andrew's is a place that is close to hearts of the people of it's community. Your child would be fortunate to be a part of such supportive and challenging learning environment.
—Submitted by a parent


Posted April 28, 2010

as far as parent participation, it is not just Andrew, it is across the board at all the schools. One would thnk that because of the economy and maybe more parents are home because they lost their jobs that they would take an interest, not so. It seems that things have gotten backwards. You are not alone, In speaking to parents at the other WCSD and even other schools outside of the district. parents are not willing to assist and teachers have a negative attitude. The cuts do not help but we are all affected by the cuts even in our homes, but teachers are taking it to the classrooms. Imagine if we did that at our jobs, Taking our personal problems to work even if they are work related we still have to produce the same work if not more. You are not alone=it is not just Andrews
—Submitted by a parent


Posted August 6, 2009

My son attended this school from Kindergarten to the 6th grade. I only wish the school would have extended to the 8th grade. I loved being an involved parent and the teachers and Principal(Mrs. Soltero) were absolutely wonderful. Highly recommended!
—Submitted by a parent


Posted August 28, 2008

I love andrew school. I went to it. Now that my son is going to it it makes me happy to know that most of the teachers are still their.
—Submitted by a parent


Posted March 15, 2007

The academic programs that Andrews School offers I feel are focused on the best interest of the students. In my eyes I see the school as a whole working together making many changes in all areas to meet the needs of all the students. The reaching for the stars after school program offers the children a wide range of activities from dance, music, and so much more. I am sure that Andrews will continue to excel.
—Submitted by a parent


Posted February 13, 2007

Class size is a real issue for grades 3 thru 6. This is a huge impairment to the learning time and overall education for the students in these classes. On the plus side, Andrews has some great programs (after-school and music) that are new for 2007 - much to the credit of the 2nd year principal.
—Submitted by a parent


Posted November 7, 2006

I believe that Andrews is a great school eventhough the class sizes are a little above average they still give the students the attention they need. Besides they get a lot of outside help. And as for extracurricular last year they had the after school homework club which benefited a lot of students.
—Submitted by a parent


Posted January 11, 2006

My three children are new this year at Andrews. We have noticed that our children are excited about going to school. The children themselves have said they like this school better than their old school.
—Submitted by a parent


Posted May 4, 2005

Andrews, despite the budgets cuts, is still able to provide the children with various activities and field trips. Their literacy program gets the children motivated to read so they can receive a reward at the end of the month.
—Submitted by a parent


Posted December 21, 2004

Andrews; API score is good. There really is no extracurricular offerings. Classes are mixed with all kinds of student levels and behaviors which works against well-behaved, smart children because teachers deal so much with the misbehaving, lacking in parental involvement, and less than grade level students. Andrews needs better leadership and a plan to reach and develop all of the students to their potential. Currently, it seems the 'fair' mix of kids in each class is quite unfair to the kids with respect to learning and developing.
—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

868

Change from
2012 to 2013

+11

API Statewide Rank
(2012)

7 / 10

API Similar Schools Rank (2012)

6 / 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

868

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

+11

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 2012 and Spring 2013. 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)

6 / 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.

76 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
70%

2011

 
 
55%

2010

 
 
49%
Math

The state average for Math was 65% in 2013.

76 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
67%

2011

 
 
46%

2010

 
 
64%
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.

66 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
55%

2011

 
 
43%

2010

 
 
54%
Math

The state average for Math was 66% in 2013.

66 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
82%

2011

 
 
69%

2010

 
 
83%
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.

53 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
74%

2011

 
 
72%

2010

 
 
66%
Math

The state average for Math was 72% in 2013.

56 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
81%

2011

 
 
71%

2010

 
 
71%
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.

66 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
82%

2011

 
 
58%

2010

 
 
51%
Math

The state average for Math was 65% in 2013.

66 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
75%

2011

 
 
50%

2010

 
 
40%
Science

The state average for Science was 57% in 2013.

66 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
64%

2011

 
 
42%

2010

 
 
39%
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.

62 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
66%

2011

 
 
56%

2010

 
 
66%
Math

The state average for Math was 55% in 2013.

63 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
61%

2011

 
 
56%

2010

 
 
64%
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 Students72%
Females81%
Males65%
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)n/a
Economically disadvantaged70%
Not economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability74%
English learner45%
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 graduate57%
Parent education - some college (includes AA degree)79%
Parent education - college graduate65%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students80%
Females89%
Males73%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged75%
Not economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability82%
English learner64%
Fluent-English proficient and English only83%
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)79%
Parent education - college graduate76%
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 Students63%
Females70%
Males58%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged52%
Not economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability64%
English learnern/a
Fluent-English proficient and English only68%
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)54%
Parent education - college graduate71%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students87%
Females88%
Males85%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino84%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged76%
Not economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
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 graduaten/a
Parent education - some college (includes AA degree)82%
Parent education - college graduate90%
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 Students78%
Females75%
Males81%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged70%
Not economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate64%
Parent education - some college (includes AA degree)87%
Parent education - college graduate87%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students84%
Females85%
Males83%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino84%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged86%
Not economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
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 graduate79%
Parent education - some college (includes AA degree)94%
Parent education - college graduate87%
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 Students73%
Females85%
Males59%
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)n/a
Economically disadvantaged63%
Not economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate70%
Parent education - some college (includes AA degree)69%
Parent education - college graduate82%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students75%
Females79%
Males72%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino76%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged66%
Not economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability75%
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 graduate50%
Parent education - some college (includes AA degree)81%
Parent education - college graduate91%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students42%
Females50%
Males34%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged37%
Not economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability43%
English learnern/a
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate20%
Parent education - some college (includes AA degree)54%
Parent education - college graduate45%
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 Students73%
Females68%
Males76%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged67%
Not economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate55%
Parent education - some college (includes AA degree)78%
Parent education - college graduate77%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students76%
Females68%
Males83%
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)n/a
Economically disadvantaged70%
Not economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability77%
English learnern/a
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 graduate64%
Parent education - some college (includes AA degree)78%
Parent education - college graduate79%
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
Hispanic 85%
White 5%
Asian 2%
Black 1%
Two or more races 1%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 53%N/AN/A
English language learners 14%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • Alicia Aceves
Fax number
  • (562) 789-3145

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
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1010 South Caraway Drive
Whittier, CA 90601
Website: Click here
Phone: (562) 789-3140

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