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GreatSchools Rating

Wildwood Elementary School

Public | K-6

 

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Living in Yucaipa

Situated in a suburban neighborhood. The median home value is $192,000. The average monthly rent for a 2 bedroom apartment is $910.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

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

Teacher quality

Principal leadership

Parent involvement

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14 reviews of this school


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Posted March 22, 2014

My child has attended Wildwood for three years. I am very pleased with the dedicated teachers and office staff. The school has added excellant after school programs such as spanish class and dance. The kids really enjoy the programs. Overall, Wildwood strives to provide a safe academic environment and I appreciate the professional teachers and staff. Wildwood is a great school!
—Submitted by a parent


Posted September 13, 2013

This is my daughters 3rd year attending this school. This is a California distinguished school. I love the staff, teachers and most of all the Principal Lucia Hudec. All good things start at the top and without Lucia this school may be very different. They have an anti bullying program that is enforced and the staff is very nurturing. The teachers are all very willing to work with students that may need extra help or that aren't being challenged, I looked into the two charter schools in our area and Wildwood beats them hands down. I know numerous home school parents that now have their children attending our wonderful school. I can't say enough about Wildwood Elem.
—Submitted by a parent


Posted September 20, 2012

I cannot give a 5 but a high 4 star review is my personal opinion. My daughter is attending Wildwood for her second year this 2012-13 school year and she is an intra-district transfer from Calimesa Elementary. And let me say compared to that school ( which I personally attended for 6 years and used to hold in a very high reguard) anything would be a vast improvement. The school is clean, well maintained and the staff is adequate. They live and breath by their test scores as do many high scoring schools and their tactics must work because they are one of 2 school is the entire unified district with a sufficient score. My daughters studies have improved and although an up-hill battle she is improving and feels at home in Wildwood. I would recommend this school to anyone considering a move to the area, if you can choose I dont believe Wildwood would disapoint!
—Submitted by a parent


Posted November 5, 2011

This school is awesome! My kids love their teachers, the principal is hands-on and involved with the parents, staff and kids. I am so happy our school finally has a principal who controls any bullying and behavior issues and is fair and consistent with everyone and that we have someone who wanted to be a school principal again instead of being so far removed at the district office level, a bold move in these times. This school was the only school in the district eligible to apply for a California Distinguished School this year because of the leadership of the principal and teachers, involvement and support of parents and academic growth of students. If you are moving to this district, fill out the paperwork to come to this school. You will love it it!
—Submitted by a parent


Posted October 15, 2010

First things first, if you are not rude and snotty and caddy you can't work in the front office!! If you are not sneaky and condesending you can't be a Principal!!!! Strangely the former Superintendent of Schools is now the Principal of Wildwood!! If you ask me instead of being demouted she should have been terminated, but oh right they don't do anything normal or proper in the Yucaipa School District instead we will make her the new miserable Principal at an Elmentary School!!!!! Comes off nice, but let me tell you she is not!!! And another thing they get rid of all the great teachers like Mrs. Dawson she was an excellent teacher and instead they keep the hateful witchy teachers, and have a teacher there that they call the pervert teacher!!!
—Submitted by a parent


Posted August 25, 2009

This school is great. My daughter is very happy with the wonderful teachers they have. Keep up the good work.
—Submitted by a parent


Posted February 25, 2009

I think that the school is realy nice and clean and has good Teachers
—Submitted by a parent


Posted March 10, 2008

Wildwood Elementary is a great school with a wonderful teachers & staff. I believe the teachers and staff truly care about the needs of each individual student and go above and beyond what is expected. My only complaint in regards to this school are the parents. I have never witnessed such lack of respect, cruelty and outright ignorance from parents in a community. Now mind you ,there are only a handful of these parents that seem to give a bad name to the rest of us. The parents I am speaking of seem to constanatly have some grievance with the school whether that be with the teacher, playground, yard duty, office staff, lunch, recess, volunteer time, principal, homework and the list goes on. I feel so sorry for the teachers and staff that have to deal with these 'mommies'. 5 stars staff 0 stars parents
—Submitted by a parent


Posted August 28, 2007

The teachers in this school are just mediocre. As a previous review stated, they need to be pushed to provide assistance. [My daughter's teacher] is very nice, but very difficult to work with in providing assistance.
—Submitted by a parent


Posted May 28, 2007

Current principal very mediocre, nice guy but lacks leadership qualities.
—Submitted by a parent


Posted January 31, 2007

Unfortunately, the ongoing battle of teacher wages/benefits has still not been resolved with the school district. The teachers are understandably frustrated with this issue. Their union and the district both distribute literature claiming the 'other side' is being unreasonable. Until they have resolved those problems, teachers are not compelled to put in the extra hours and effort that they use to, although I personally think they are do a terrific job. Perhaps the district really cannot afford their demands for the nominal increase; perhaps it is a state problem that has trickled down. I don't pretend to know all the details but I hope, for the sake of the morale of the entire school, they take a close look and truly attempt to work it out to insure a fair deal. I would like to see more clubs and extra-curricular activities for WES students that currently simply do not exist.
—Submitted by a parent


Posted July 29, 2006

I like my daughter attending this school. There is only 1 thing that I do not agree with and that is the same thing as the last persons post, The bullying. Oherwise the teachers are great, they are not just teachers, they treat your kids like their own. Ms. Labani is the best teacher. I dont think my daughter will ever have a teacher top her.
—Submitted by a parent


Posted May 7, 2006

good school but lots of kids fighting kids at paly not monitured enough no anti bully rules
—Submitted by a parent


Posted November 4, 2003

I can't say enough good things about this school. My kids attended 2000 through 2002, and our experience was really great. The staff has more of a customer service attitude than you normally get with public schools. All of the teachers that my children had put forth a great deal of effort and went the extra mile for the kids. Parent involvement is strongly encouraged, which is really great. This school is a child-friendly environment, and my kids loved going to school everyday. They not only teach the kids their lessons, but they also foster a love of learning.
—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

837

Change from
2012 to 2013

-5

API Statewide Rank
(2012)

7 / 10

API Similar Schools Rank (2012)

5 / 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

837

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

-5

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

7 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

5 / 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.

116 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
62%

2011

 
 
61%

2010

 
 
59%
Math

The state average for Math was 65% in 2013.

116 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
80%

2011

 
 
76%

2010

 
 
80%
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.

99 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
47%

2011

 
 
46%

2010

 
 
51%
Math

The state average for Math was 66% in 2013.

100 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
78%

2011

 
 
82%

2010

 
 
80%
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.

94 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
73%

2011

 
 
76%

2010

 
 
68%
Math

The state average for Math was 72% in 2013.

99 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
85%

2011

 
 
82%

2010

 
 
75%
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.

108 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
70%

2011

 
 
61%

2010

 
 
61%
Math

The state average for Math was 65% in 2013.

112 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
68%

2011

 
 
63%

2010

 
 
65%
Science

The state average for Science was 57% in 2013.

108 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
71%

2011

 
 
64%

2010

 
 
62%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

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

44 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
66%

2011

 
 
59%

2010

 
 
61%
Math

The state average for Math was 55% in 2013.

47 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
62%

2011

 
 
58%

2010

 
 
67%
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 Students59%
Females60%
Males59%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)59%
Economically disadvantaged55%
Non-economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability61%
English learner58%
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate60%
Parent education - some college (includes AA degree)67%
Parent education - college graduate65%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students68%
Females69%
Males68%
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)76%
Economically disadvantaged64%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability71%
English learner68%
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 graduate64%
Parent education - some college (includes AA degree)68%
Parent education - college graduate82%
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 Students34%
Females28%
Males41%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)37%
Economically disadvantaged19%
Non-economically disadvantaged51%
Students with disabilityn/a
Students with no reported disability35%
English learnern/a
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate15%
Parent education - some college (includes AA degree)39%
Parent education - college graduate47%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students73%
Females66%
Males81%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino66%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged60%
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability75%
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 graduate71%
Parent education - some college (includes AA degree)74%
Parent education - college graduate94%
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%
Females81%
Males74%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged67%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability77%
English learnern/a
Fluent-English proficient and English only78%
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)84%
Parent education - college graduate89%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students85%
Females87%
Males83%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged76%
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate78%
Parent education - some college (includes AA degree)95%
Parent education - college graduate94%
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 Students66%
Females72%
Males58%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged50%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability68%
English learner18%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduaten/a
Parent education - high school graduate56%
Parent education - some college (includes AA degree)75%
Parent education - college graduate63%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Math

All Students70%
Females72%
Males69%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged50%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability74%
English learner33%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduaten/a
Parent education - high school graduate68%
Parent education - some college (includes AA degree)76%
Parent education - college graduate75%
Parent education - graduate school/post graduate85%
Parent education - declined to staten/a

Science

All Students68%
Females69%
Males66%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged44%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability70%
English learner36%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduaten/a
Parent education - high school graduate54%
Parent education - some college (includes AA degree)67%
Parent education - college graduate81%
Parent education - graduate school/post graduate95%
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 Students45%
Females40%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)59%
Economically disadvantaged33%
Non-economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability48%
English learnern/a
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate40%
Parent education - some college (includes AA degree)64%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students51%
Females45%
Males56%
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 disadvantaged36%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability52%
English learnern/a
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate35%
Parent education - some college (includes AA degree)75%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
White 59% 26%
Hispanic 37% 52%
American Indian/Alaska Native 1% 1%
Asian or Asian/Pacific Islander 1% 11%
Black 1% 6%
Two or more races 1% 3%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 22%N/A55%
Source: NCES, 2011-2012

Teacher experience

  This school District averageState average
First-year teachers 7%N/AN/A
Source: CRDC, 2011-2012

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Awards

Academic awards received in the past 3 years
  • Calif. Distinguished School Honorable Mention (2006)

Arts & music

Music
  • Band
Performing and written arts
  • Drama

Gifted & talented

Instructional and/or curriculum models used
  • Accelerated credit learning
  • Honors track
School leaders can update this information here.

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
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School basics

School start time
  • 8:45am
School end time
  • 3:05pm
Before school or after school care / program onsite
  • After school
  • Before school
School Leader's name
  • Lucia Hudec
Fax number
  • (909) 790-8525

Programs

Instructional and/or curriculum models used

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  • Accelerated credit learning
  • Honors track
School leaders can update this information here.

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School culture

Dress Code
  • Dress code
Parent involvement
  • Extensive and active pta and volunteers
More from this school
  • Our common focus is: Wildwood’s common focus is to build and celebrate literacy by creating successful and passionate readers and writers. We will build literacy by seeking out and using engaging materials and strategies to develop the fundamental skills that all readers and writers need. We will celebrate literacy by recognizing and encouraging our readers and writers to do their best while also implementing activities that make reading and writing enjoyable. We will judge our success by striving for the district’s highest reading comprehension and writing scores on any measure. We will foster a passion for literacy by being consistent role models, by connecting reading and writing to the real world, and by finding and developing the unique love of learning that exists in every child. In the area of expectations, Wildwood’s four “Building Blocks of Success” are: Honesty ~ Respect ~ Responsibility ~ Kindness
School leaders can update this information here.

Apply

To learn more about enrolling, please call the school.
 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
 

Planning ahead

Students typically attend these schools after graduating
Canyon Middle School (soon to be Mesa View Middle School)
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35972 Susan Street
Yucaipa, CA 92399
Phone: (909) 790-8521

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