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Teacher quality
Principal leadership
Parent involvement
I would like to give a hats off to a lady who works at Onaga and has helped my 2 boys. Miss Trish has worked wonders for my babies and I love having her there every year. Someone told me the other day that she has been at Onaga for 6 years in a low paying job. I was shocked to hear this. She would be the first one that I would think a raise would be thought about given to. She loves all of Onaga kids and treats them like her own. I do not know Miss Trish personally but I bet if she has kids of her own that they are walking a straight line. She is tough but full of love. Our nation needs more people like her. Onaga is an outstanding school.
—Submitted by a parent
Addressing parent concerns of the staff, teachers, and FFA (parent volunteers), I can say I have never been treated rudely by any teacher, staff or FFA parents. On the contrary, they welcome any help they can get, but understandably get frustrated by criticism when no help to resolve the issues is offered. I too am a busy parent, but I volunteer whenever possible. I just want to say thank you to the handful of FFA volunteers and the time they constantly and selflessly give to our kids. This also includes the teachers and staff that I see go over and beyond the call of duty because they care. It takes parent involvement to make change. If we all work together, we can watch our kids do amazing things! -C.L. Fraschetti
—Submitted by a parent
We love Onaga! We have been at this school for 3 years now. We are also a Military family and came to the Great Schools web site to see where we should live. We are also stationed out of 29 Palms and my husband deploys a lot. I do not worry about my 3 children in grades 1st, 3rd and 6th at all. Mr Hannah has been more than pleasant with my children and me! He totally " Get's it" and has thanked ME for my husbands service several times which as a military wife, we do not get too often! As for the FFA... That is the name of it.... It is not a "club".... I have met the women and volunteered with them in the book fair and Santa Shop. I have seen hard work and dedication from this parent group and no time to be "catty or mud sling". As for the teachers... No child of mine would attend a school that has a "static" staff. I see nothing but a GREAT SCHOOL. One that I wish we have at every station we are at. Just my two cents.....
—Submitted by a parent
My child is in third grade at Onaga Elementary School and he is very happy. We are a military family based out of 29 Palms, but chose to live in the Onaga school district because their curriculum was the closest to his previous elementary school, which was an accelerated school in NC. I am a prominent volunteer in my child's classroom, and elsewhere if needed. I feel the school does need more parental involvement, but only the parents can rectify that situation. I am very disappointed in the Superintendent's decision to demote Mr. Hannah, our current principal, to position of assistant principal at the middle school. Mr. Hannah has brought many wonderful programs to Onaga. Onaga is our son's third elementary school since starting kindergarten and I can not name the principals at the other schools (even with being a consistent volunteer with both schools and eventual staff member at the last one). Mr. Hannah is not just a figure-head, but an active member of the staff. He attends school functions, directs traffic during parent pick-up, leads Flag Friday assembly, and visits the classrooms on a daily basis.
—Submitted by a parent
Hoopla about Mr. Hannah leaving! It is sad that the principle position has been so very transient but teachers and staff need to pull it together themselves if only for the children! But really, you can't give a guy a promotion, and then come back to him and say, "sorry, you need to stay put--uh, we changed our minds", can you? That seems very unprofessional. Perhaps a new set of eyes will give the school the kind of overhaul it needs to improve rather than remain static.On a positive note, I will say that the drop off is much easier in the mornings (finally!) but pick up is still a mess, but that's the case at most schools. Also, in response to an older post--yes, the coach STILL plays inappropriate music for the kids. No music complaint from my kids, but I'm not too thrilled about it. Overall, I'm not impressed with this school's ability to provide a high quality level of education. We do live in a low socio- economic area, so I'm not too surprised. If you look up the numbers, you will surely see a correlation. However, numbers aside, it really is up to the parents' involvement and the will of each individual student to make sure that they are college bound and ready.
—Submitted by a parent
We were so sorry to hear that the current principal, Mr. Hannah, is going to another school next year. I haven't had much contact with him but he always seems pleasant and cheerful and is always out and about the campus. Our main complaint would be how childish and rude some of the parent club women are as well as a handful of teachers. They are not inviting at all. While the teachers seem like they are all, for the most part, well trained and dedicated to teaching, it seems there is a lot of strife at Onaga. People are wary of each other and prone to negativitiy. I do hope that the situation will improve with a new principal or if Mr. Hannah gets to stay he will get people to act more professionally. It is not healthy for children to be around such mean spirited and catty adults. A friend who subs at most of the elementary schools in the basin says that Onaga is the coldest place she has worked at and teachers and parent helpers don't think twice about mud slinging each other. Perhaps if the staff could read what the public thinks about them, they will act more professionally around their job.
—Submitted by a parent
While I don't get an opportunity to visit the school as much as I'd like, my granddaughter is very happy and loves going to school. That says a lot about the school when kids like being there. I hear about the unhappiness of the teachers but I'm not hearing it from my granddauhgter or her friends. Onaga continues to still be the best school on the west end of the valley.
—Submitted by S. W.
It's nice to see some new life being breathed into Onaga. This is our last year here and we were ready to home school our kids. The teachers seem to be putting more consistent effort into academics but still lack in making school a fun place to be. The worst part of Onaga is how staff treat each other. If you sit in the office or work in the workroom for any length of time, it's pretty awfull what is said about certain teachers. I don't get it because the ones who get dragged down the most are great teachers and kind, quiet people. So, I can't give Onaga 5 stars or even 4 when there is no visible compassion or kindness towards everyone who works there. They need a lesson on professionalism and keep their mouth shut when parents are around. Maybe character counts isn't just for kids? We hope to see continued improvement in Onaga. It used to be a great school.
—Submitted by a parent
My two sons have just promoted from Onaga elementary. They have attended the school since kindergarten. The teachers, staff and administration have always been great. Very easy to talk to and work with. I have always been very active in helping the teachers and participating with the parent group. My children thrieved there. My advice to all parents who want their children to do good at Onaga is get involved. Help out in their class and also with the parent group. Even a few minutes every week help alot. Just wanted to thank the teachers, staff and administration for giving my sons a great educational experience. Keep up the great work!
—Submitted by a parent
My children have attended this school for a few years now and I am not impressed at all. We have always heard wonderful things about this school, yet have not seen what all the hype is about. My children have been blessed with excellent teachers, however the class sizes are completely out of control. There is no way possible the children can be held accountable for their actions with class sizes so large. The front office has been rude off and on and we have had trouble with bullying of one of our children with nothing being done for days about it, and even then it never stopped. The PE class plays completely inappropriate music and I was appalled to hear what was played and danced to at the talent show which was all approved by the staff.
—Submitted by a parent
We are a Military Family that moves a lot. We were told of this school before moving to the area and have had a great experience. This is a wonderful school with great teachers and staff.
—Submitted by a parent
Well l would have disagree with you totally on this one.. l came from another Country and was so helped by the front office ladies with opened arms...My children love this school and have excelled greatly... Thanks to the offices Ladies that enjoy helping me out when ever l have had an issue. We have enjoyed the last 2yrs here and will be sad when we leave... We have only 1 month left and it's going very fast...
—Submitted by a parent
Their mission is to enable all students to develop to their full social and academic potential within a safe, supportive, engaging and respectful learning environment.
Wow! I am sorry to hear about the last parents post, trouble with bullies. I wonder if you have spoken to administration? I have 3 children/students at Onaga and have in the past had issues with bullying, when I brought it to administrations attention the issue was dealt with immediately! That day the children/bullies were pulled in and the bullying did stop. I have found that you must advocate, advocate, advpcate for your children. This is really bothering that a first grader would be so traumatized that she would not want to go to school. You may want to contact the district as there is supposed to be a no tolerance on bullying, and with good reason!
—Submitted by a parent
We have had a lot of trouble with this school and bullies! They seem to 'lose' blue cards and medical paperwork. We are actually having to transfer our 1st grader to another school because she is afraid to go to school.
—Submitted by a parent
My children attend Onaga and it's by far the best school they've ever attended. Their teachers are 'fun' 'cool' 'nice' my other son's teacher is a mad scientist who loves to teach his students to reach for the stars. Excellent is the only way to describe Onaga Elementary, it's staff and school spirit!
—Submitted by a parent
This school is awesome, i went there for six year and every year was more exciting, fun, memrable. i wish i had never left not only were all my teachers mrs.farmer , Mrs Ludwick . Mrs.Prestridge , Mrs.Schameborn, Mrs.Morris Mrs.buckles and last but cernently not last Mrs. Osharrow careing and helpful the taught us that learning can be fun. There teaching skills at this school are amazing and im glad i was part of that school.
—Submitted by a student
Onaga Elementary School is a good school overall. The academic programs are available. They do have an after school GATE program for gifted students, as well as tutoring for students that need extra help. Right now they have a very active PTA. They focus on raising money to support the extra needs of the school. They have many really fun activities that you can enjoy woth you children; father/daughter dance, mother/son Bingo night. All of Morongo Basin School District has switched to a new grading system using numbers, trimester intervals, awards (like Honor Roll) only at the end of the year. I am not fond of any of these changes, the number grades are based on mastering everything a student would need to know by the end of the year. It is very confusing and not as rewarding for parents and students. The administration is very easy to talk to.
—Submitted by a parent
This is an outstanding school with strong leadership. It couldn't get any better.
—Submitted by Summer Roland, a parent
We were new to the school last year and found things we both liked and disliked. The days are very structured from beginning to end with good control over the students which was good. I especially liked the way the students were dismissed at the end of the day, in a very organised, supervised fashion. Would like to see more time given to the arts; music, art etc. There was a lot of time allotted for P.E and not for music or art. It would be nice if children in this age group were given the opportunity to explore more in these areas.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
101 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
101 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 48% in 2012.
113 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
114 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 67% in 2012.
84 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
84 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
98 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
100 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
98 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 59% in 2012.
90 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
90 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 62% |
| Females | 60% |
| Males | 63% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | n/a |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 83% |
| All Students | 62% |
| Females | 61% |
| Males | 63% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | n/a |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 64% |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 75% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 45% |
| Females | 51% |
| Males | 40% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 47% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 46% |
| English learner | n/a |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | 80% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | 52% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | n/a |
| All Students | 62% |
| Females | 62% |
| Males | 63% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 66% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | n/a |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 72% |
| Females | 83% |
| Males | 63% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 45% |
| All Students | 64% |
| Females | 63% |
| Males | 65% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | n/a |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 36% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 51% |
| Females | 56% |
| Males | 47% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 51% |
| English learner | n/a |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 46% |
| Females | 39% |
| Males | 52% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 51% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 47% |
| English learner | n/a |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 37% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 40% |
| Females | 40% |
| Males | 40% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 41% |
| Economically disadvantaged | 20% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 38% |
| English learner | n/a |
| Fluent-English proficient and English only | 41% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 31% |
| Parent education - some college (includes AA degree) | 31% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 73% |
| Females | 70% |
| Males | 77% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | n/a |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 65% |
| Females | 72% |
| Males | 57% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | n/a |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
All students
Female
Male
All students
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 60% | 28% | ||
| Hispanic or Latino | 21% | 49% | ||
| Multiple or No Response | 13% | 3% | ||
| African American | 4% | 7% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Asian | 1% | 8% | ||
| Filipino | 1% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 7% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 60% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 96% | 85% | ||
| Vietnamese | 4% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 19 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 8 | N/A | 11 |
| Average years teaching | 9 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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58001 Onaga
Yucca Valley,
CA 92284
Website: Click here
Phone: (760) 369-6333
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