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GreatSchools Rating

Ronald Reagan Elementary School

Public | K-5 | 724 students

 
 

Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 3 ratings
2012:
Based on 1 rating
2011:
Based on 2 ratings

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33 reviews of this school


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Posted February 26, 2014

This school hasn't changed their ways!! The office staff is rude and makes excuses for the principal Mrs. Chandler. She is unresponsive to the parents request for leadership and does nothing about the continued bully situation. This will be our final year here (thank goodness) Wishing the district would monitor this school and principal better :(
—Submitted by a parent


Posted October 28, 2013

This is our 2nd year at RRE. So far, we have been very pleased with the school. My children have all had teachers who genuinely do their best to keep the kids' best interests in the forefront and to keep everyone on curriculum while paying their own money to add extra arts, etc. into their learning experience. My children do not struggle academically, so I can't speak to a lot of the other criticisms I've read here on the site regarding that issue, but I do agree that the current principal is abrupt, unfriendly and "all business" which leads to good test scores, perhaps, but which also gives the school a negative vibe. As parents at this (or ANY other school), it our job to supplement what the school can't teach due to time, budget or other limitations. Also remember that teachers, administration and other staff are people, and one negative experience with one person does NOT a bad school make. We love RRE and will be here for the duration of our 4 children's elementary careers.
—Submitted by a parent


Posted September 17, 2013

My son started school in 2010 now he is in 6th grade and my daughter is now attending R.R.E I love this school love the teachers. It makes me upset that someone will say the a certain teacher treated the kids bad and the teachers couldn't say anything so not true detectives were the ones who cleared the school of any wrong doing. Kids in 5th grade have the option to be in band class and the now the district hired a P.E teacher. Great job R.R.E
—Submitted by a parent


Posted August 6, 2013

The office staff were nice after the fact of me putting my foot down but they still act as it's an inconvenience when a parent comes into the office. The principal is rude, and very unprofessional. My daughters kindergarten teacher sure loves drama and likes to talk about other parents so be careful! I also wish they had more activities in the school/classrooms, as P.E., music, art, and science. My children miss out at this school.
—Submitted by a parent


Posted September 6, 2012

I have a genuine love for RRE. My family felt very welcomed right away. However, I'm very disappointed at the lack of quality instruction, educational materials/supplies, and the lack of attention to fine/performing arts. My children are missing a great deal educationally by attending this school. They will not receive any "real" art or musical instruction. The "rotation" for arts is a joke. More importantly, the curriculum is dry and very unimaginative. The children receive "busy work" much of the day. The school is completely devoid of the "spark" and fun one expects at a school with very young children! As much I love the friendly staff...that's not enough to keep my family there. After about 16 months of attending RRE...we're transferring out of there!
—Submitted by a parent


Posted May 22, 2011

We have been at the school for about 2 years and have to agree with the poster on Oct. 25, 2010. As a parent with a background of more than 10 years in elementary education, I have been very disappointed with the school. While I believe that most of teachers and support staff are operating with the best interest of the students at heart, I don't feel that way with the principal. The experience I personally had with her left me feeling that she conducted herself in an unprofessional and bias manner. There is a very clear divide between the staff and the administration which is reflected within the day to day operations of the school. The district would do well to find a better match to administrate this school.
—Submitted by a parent


Posted May 9, 2011

I do not like the office staff ," very clicky" my child getes all outstanding marks from teachers and all the aids love my child, Still we get disrespected and put on the back burner from the staff.
—Submitted by a parent


Posted October 25, 2010

Agree 100% to whoever posted the review on Aug. 10, 2009. The school has gone thru 3 principals already. Sad to say hopefully there will be a 4th principal and whole new office staff. I cant stand the principal, she is such a rude rude lady. Makes me sick. And since no names can be mentioned, just look at my post, this is dated Oct. 2010...thats the principal I am talking about.
—Submitted by a parent


Posted August 23, 2010

This is our second year at the school and we love it. I have twins in second grade. We came to this school at the start of 1st grade. While my children were in the top of their class in their previous school K class they started out in the middle or slightly below in 1st grade. I noticed right away the higher standards. The academic program was challenging and my kids were back at the top of their class again by the end of 1st grade. The school offers lots of opportunity for learing and the kids were in a special Arts program. I like it that the kids rotate classes in the afternoon and get to learn from different teachers. I am very impressed that the school has managed to keep the class sizes small as most districts have not been so lucky due to CA budget problems.
—Submitted by a parent


Posted August 21, 2010

I have 2 children that are in attendance at Ronald Reagan Elementary. They both enjoy the safe environment and compassionate teachers that they have had so far. I appreciate the quality of education that my children are getting at the school. The environment at Ronald Reagan is friendly and they are focused on academic achievement. The test scores have made impressive gains since the opening of the school. I feel confident that my children will receive a quality education at this school.
—Submitted by a parent


Posted August 21, 2010

I am very pleased with the changes that I have seen occurring at Ronald Reagan Elementary over the last three years. The teachers seem to be happy, friendly, and genuinely concerned about the welfare and education of their students. This year seemed to have started even more smoothly than years past. I am looking forward to my two children having an excellent year, as they did last year. I would recommend Ronald Reagan to any parent.
—Submitted by a parent


Posted February 25, 2010

I have had 3 kids at this school since the year it opened and have been very involved at the school. Of course there was some chaos at the beginning being a new school but here is the bottom line for me. I have one child that has been there since 2nd grade and was invited to the excelerated program in middle school for 6th grade and is doing great there. I have one child that went into kindergarten last year that I was terribly worried about because he started out way behind the other kids and is now reading at the top of his class in first grade. My daugher is also excelling in her class. At every school you will find a teacher or 2 that you are not happy with. This is an amazing school and I am happy to have my kids there!
—Submitted by a parent


Posted August 18, 2009

This is our 2nd year at RRE, the first year was a chaotic mess and I was very concerned for my children's education. However once I began to communicate with their teacher's it all changed. This year the kids are in 2nd and 1st it is the principals 2nd year and I have already seen a difference in the school! A routine is set rules have been laid out and people are following them. I was given the teacher's requested and the kids are doing well. The teacher's at RRE are wonderful it was purely administrative were the school becomes shuffled,looking forward to having a great year!
—Submitted by a parent


Posted August 10, 2009

One of my children attended RRE for one year, 2005-06; my second child attended four years, 2005-09; and my third child attended two years, 2007-09. This school never fails to disappoint. We have been very unhappy here. There are some great teachers who are truly committed to their students, but they cannot compensate for the other shortcomings of RRE. Since the school opened in August 2005, there have been three different principals. The office staff is unfriendly, the parents are unhappy and the atmosphere is generally hostile. This school is a chaotic mess in dire need of an intervention. Sadly, with the housing market as it is, most parents have no choice but to put up with RRE or homeschool their children. Hate, hate hate this school!!
—Submitted by a parent


Posted March 19, 2009

I have been in this school for 3 years,I have nothing positive to say about it. No support to slowers student what so ever. I have to reteach my child everything at home all over again, so that she will pass by...I would not recommend this school to any working parent.
—Submitted by a parent


Posted March 9, 2009

If you look at the dates on the reviews you will see the school is getting worse every year. This year being the worst. Friendly office staff, some good teachers but the principal shuffle that the school has every year has led to choas, no discipline, no rules, no follow through on issues. This school is out of control and its due to its lack of leadership beginning with the School Board right down to the Prinicipal. I don't recommend this school to anyone. My children have attended this school since its opening and each year it gets worse. I am also a very involved parent and have spent a lot of time on campus so I'm not just on the outside looking in.
—Submitted by a parent


Posted November 17, 2008

This school is a mess. The principal refuses to take time to discuss anything with parents and will not discipline students who are violent. I don't suggest moving into this district they care nothing about the education of young minds.
—Submitted by a parent


Posted November 8, 2008

This is our son's 2nd year at Ronald Reagan. Yes, there have been administration changes, however our son has the same teacher he had last year. Our son's teacher communicates with us very well via phone calls and emails. I love the fact that I can email her and she responds within a day. Ronald Reagan is not our sons 'home school' it is the school we 'chose' for our son. And ... we are very happy with our choice, as is our son! The staff seems very inviting, and you know what I mean because some school staff seem very 'off putting' to an unfamiliar face. Everyone seems very friendly. Safety seems to be a big priority. Recorded phone calls from the principal remind us parents of things are often rec'd, which is very helptul. I continue to drive 5 miles each way every day to take our son!
—Submitted by a parent


Posted November 7, 2008

This started out as a great school but has degraded into a chaotic mess. Some of the teachers are excellent but are pushed beyond reason with large class sizes. The principals have gone from OK to 'out of touch' but I'm not sure anyone could really keep up with the influx of the absorbed school. My child's teacher seems like she's 'just getting by' rather than being involved. I don't think she cares much about my child's success or failure. I'm going to be taking my kids to a charter school next year.
—Submitted by a parent


Posted November 7, 2008

lack of communication and care for children
—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

858

Change from
2012 to 2013

-7

API Statewide Rank
(2012)

8 / 10

API Similar Schools Rank (2012)

8 / 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

858

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

-7

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)

8 / 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)

8 / 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.

118 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
73%

2011

 
 
75%

2010

 
 
72%
Math

The state average for Math was 65% in 2013.

118 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
77%

2011

 
 
78%

2010

 
 
74%
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.

128 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
65%

2011

 
 
58%

2010

 
 
62%
Math

The state average for Math was 66% in 2013.

127 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
90%

2011

 
 
84%

2010

 
 
77%
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.

110 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
73%

2011

 
 
74%

2010

 
 
69%
Math

The state average for Math was 72% in 2013.

110 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
76%

2011

 
 
80%

2010

 
 
72%
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.

111 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
74%

2011

 
 
56%

2010

 
 
69%
Math

The state average for Math was 65% in 2013.

111 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
58%

2011

 
 
59%

2010

 
 
60%
Science

The state average for Science was 57% in 2013.

110 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
64%

2011

 
 
54%

2010

 
 
57%
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 Students61%
Females69%
Males52%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged50%
Non-economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability63%
English learner32%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate33%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)73%
Parent education - college graduate75%
Parent education - graduate school/post graduate67%
Parent education - declined to staten/a

Math

All Students71%
Females77%
Males64%
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)80%
Economically disadvantaged60%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability72%
English learner58%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate67%
Parent education - high school graduate54%
Parent education - some college (includes AA degree)70%
Parent education - college graduate100%
Parent education - graduate school/post graduate75%
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 Students50%
Females52%
Males49%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)60%
Economically disadvantaged38%
Non-economically disadvantaged60%
Students with disabilityn/a
Students with no reported disability51%
English learner26%
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate45%
Parent education - some college (includes AA degree)38%
Parent education - college graduate66%
Parent education - graduate school/post graduate68%
Parent education - declined to staten/a

Math

All Students79%
Females76%
Males82%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino72%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged71%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability80%
English learner59%
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate77%
Parent education - some college (includes AA degree)80%
Parent education - college graduate86%
Parent education - graduate school/post graduate84%
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 Students80%
Females86%
Males73%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino91%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged70%
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduate54%
Parent education - some college (includes AA degree)81%
Parent education - college graduate90%
Parent education - graduate school/post graduate82%
Parent education - declined to staten/a

Math

All Students89%
Females90%
Males88%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino94%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged85%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate69%
Parent education - some college (includes AA degree)92%
Parent education - college graduate90%
Parent education - graduate school/post graduate100%
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%
Males57%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged56%
Non-economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability63%
English learnern/a
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduate46%
Parent education - high school graduate56%
Parent education - some college (includes AA degree)56%
Parent education - college graduate75%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

Math

All Students57%
Females57%
Males57%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)66%
Economically disadvantaged48%
Non-economically disadvantaged63%
Students with disabilityn/a
Students with no reported disability57%
English learnern/a
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate31%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)56%
Parent education - college graduate67%
Parent education - graduate school/post graduate82%
Parent education - declined to staten/a

Science

All Students56%
Females58%
Males55%
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)69%
Economically disadvantaged42%
Non-economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability56%
English learnern/a
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate38%
Parent education - high school graduate61%
Parent education - some college (includes AA degree)48%
Parent education - college graduate67%
Parent education - graduate school/post graduate73%
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% 27%
Hispanic 36% 51%
Black 6% 7%
Asian 5% 11%
Two or more races 5% 3%
American Indian/Alaska Native 1% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 42%N/A54%
Source: NCES, 2010-2011

Oops! We currently do not have any teacher information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

What makes a great teacher? Study after study shows the single most important factor determining the quality of the education a child receives is the quality of his teacher. Here are some characteristics to look for »

This school has not yet provided program information.


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35445 Porras Road
Wildomar, CA 92595
Website: Click here
Phone: (951) 253-7650

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