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GreatSchools Rating

Edmonds Woodway High School

Public | 9-12

 

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Last modified
Community Rating

3 stars

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

Teacher quality

Principal leadership

Parent involvement

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23 reviews of this school


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Posted February 5, 2014

We have had luck with about 75% of the teachers being caring, enforcing assignment due dates, answering parent emails, offering resources if a child is struggling. We have had a few that are shoulder shrugging types, not interested but not terrible, and a couple that just full out ignore the emails, don't answer student's questions, etc. I do not like that the Principal will only let seniors change classes for the most part, we have been able to get a couple changed because of our IEP and medical issues, but that process needs to be made a whole lot better.
—Submitted by a parent


Posted August 10, 2013

EWHS is truly a gem. The new principal is one of the best I've ever encountered: She is a real communicator, she has a clear vision for the school that includes EVERY part of the school-wide community, and she has earned the respect of her peers and teachers. Much is made of EWHS's IB program, and it really is one of the best in the area. Students are focused on the work, and the payoff is real, as more EW students attend top schools (Stanford, Yale, MIT) than at any other Edmonds high school. The Deaf community and the Music community are also very large "players" at EWHS, as are the sports teams. I'm particularly impressed by parent involvement, which has grown since my first child went through the building. Core academics are very strong, but - unlike previous comment writers - I recognize that has as much to do with teachers as parents. The staff are NOT your child's parents, and all too often the community looks at a struggling student and expects teachers to fix problems at home. Sorry - not their primary job. The college attendance rate here is as impressive as any school should be. Kids are finding success at EW, and then moving on to success in life.
—Submitted by a parent


Posted May 22, 2013

As a Full IB Diploma Candidate, I really enjoy the program despite the exhaustion. Like many people have said, EWHS is very IB oriented and unfortunately that is the main focus so students in "regular" classes get pushed aside. I can't speak much for the regular classes though since I have never taken one, but that is the impression that I get. I must admit, ASB is also a huge focus and a narrowly exclusive group. I'm in the Chamber Orchestra and Mello-Aires (jazz choir) so I've got a load of about 9 classes total because of TOK in addition to being president of a club, tutoring, having two jobs, and I still get to bed by 11pm on average. Many IB students complain about the amount of work and stress, but in my perspective, it's all an exaggeration. We all just like to complain and vent about it, but in reality, it isn't actually that bad. Students who stay up past 11 only do so because they are either intensely involved in extracurriculars or they PROCRASTINATE. It's all about time management. Many students seem to dislike the new principal but those are students who haven't actually spoken to her. The IB teachers are also great if the student is willing to pay attention in class.
—Submitted by a student


Posted December 18, 2012

I would advise people that live in Edmonds but do not work there but the East side or elsewhere you have a short time to react to any of your child issue, problems are given in short notice not allowing a parent commute times to address high school rumor mills. In short take a bus or train to work they will not schedule a meeting beyond right now and at best rushed call to your cell or work number. I never had a chance to talk to my child without a school official about what he was accused of to go back and ask questions go back and then talk the matter over. I m very under impressed over rumor high school rumor mill winning over correct adult reaction.
—Submitted by a parent


Posted June 27, 2011

This rating is about EWHS s principal and assistant principals and their interpersonal communication skills resolving conflict. My family needed the help of the management team at Edmonds Woodway High School several times this last year to help us work through my daughters academic-related problems, brought on by personal hardship at home. They maintained a high level of integrity and responsibility at every level of communications each time I contacted them, even though I am sure I inadvertently tested their patience many times. The bulk of my daughters' teachers were also exceptional in how they helped me help my daughters, and how they went out of their way to help them directly. I don't believe you would find this level of integrity at many schools. But it is clearly engrained in the hearts of the teachers and staff at Edmonds Woodway, starting with Principal Michelle Michelle Trifunovic, Assistant Principal Geoff Bennett, and Assistant Principal Robert Johnson. Thank you for caring.
—Submitted by a parent


Posted June 15, 2011

We just moved here from out of state and very quickly we noticed how short the actual school day is-- only 3 classes per day. Not shortly after the first month of attending this school our son started ditching school and basically creating his own show up time to classes each day. We did everything in our power to get him to school evreyday, but he insisted that the teachers, principle, and even the DEAN would do nothing to curb his behavior. After more than 15 days unexcused absences and umpteen tardies and running a 1.5 GPA he gets 2 detentions. Call me the bad guy, but I was wanting some kind of support for a hard-headed teen. I want to get my son back on track and this school let me down...
—Submitted by a parent


Posted February 23, 2011

Many people try and criticize the regular academics at EWHS, and it seems most of these people are IB dropouts. The standard academics at Edmonds-Woodway are far above average, especially in the English department. I came into college with far better skills in almost every department compared to other students. The music department at EWHS is amazing, one of the best in the state, and sports are a highlight too. People can group into cliques quite a bit, but if you find the right group, you can make a lot of lifelong friends. My experience at Edmonds-Woodway was far more positive than college has been.


Posted July 17, 2009

EWHS is a really fun school. It has more clubs than any other school in the district, a great music program, lots of successful sports teams, and of course, the IB program. As an 'IB kid', I have to admit that the focus of the school, as other people said, is mainly on the IB program and the regular students are kind of pushed aside a lot of the time. However, EWHS is a great school if you are enrolled in IB. The teachers (well, most of them) are really great and the classes are challenging. Overall I think Edmonds-Woodway is a very good school.
—Submitted by a student


Posted December 10, 2008

I am a senior in the International Baccalaureate Program. There is a substantial IB community, but the rest of the school seems to be divided into little cliques. The football team is very successful. Other sports get very low turnout and recognition. ASB and tech-related programs like WBN are fairly sketchy and there are many errors and mishaps. Tech staff try hard but there are always technical difficulties at every assembly and concert. On the plus side, there are great programs in music, sports, and IB. Band is fun and jazz band is nationally recognized. There are many successful sports teams. The IB Program looks good on a resume and does seem to prepare kids well for academia. It is extremely hard to balance IB with other activities, but many overachievers manage to do it. This is the best school in the district, but much needs to be improved.
—Submitted by a student


Posted November 15, 2008

This school is great. My son is deaf and he has to go to Edmonds-Woodway because it is the only deaf program in the district and he loves the school and the people there.
—Submitted by a parent


Posted November 2, 2008

The school has good academic standards, however, the regular classes are nowhere near as rigorous as my classes at my previous school. The IB program is excellent, however, it tends to be divisive to the school community, and the school seems to favor those who are in IB. The hallways are extremely crowded, largely because of over-enrollment. The school was not built to hold this many students. The administration seems a little disconnected from the students. However, there is a great sports program, and the football team is the best in the district. It is a good school, but surely not the best out there.
—Submitted by a student


Posted June 15, 2008

Edmonds woodway is such a fun school. The environment is so friendly and happy, the staff is fun and helpful and everyone has a place they belong no matter what their intrests are. There's so many people and so much amazing school spirit to go along with it!
—Submitted by a student


Posted June 4, 2008

It's pretty rad. I agree that IB is it's main focus & sometimes that's a little annoying & it seems that they don't care as much about regular student, but more than that people take pride in being a student from Edmonds-Woodway. We take pride in having great sports & having a great program, such as IB even if you're not even enrolled as an IB student. Not to mention it's a pretty school.
—Submitted by a student


Posted April 9, 2008

The IB program is great, and the extracurricular activities such as sports and music are fantastic. However, non IB classes lack a bit. English especially ihas a terrible curriculum, and Integrated Math needs improvement. The new principal is nowhere near the level of the previous. In addition, there are far too many students who do not care about EWHS and the community is too seperated; students do not bond with all others like they do at other schools in the Edmonds School Dist., probably due to IB.
—Submitted by a student


Posted June 10, 2007

I am a student and i have to say that this school is a very highly academic school having the IB program. And sports are on the rise as being good. The teachers are good at teaching but don't have a very good one on one connection with students. Pretty much saying that the teachers are just doing there job to teach and don't care about being cool and fun. The school likes to credit the IB students more than the 'regular kids'. The school is not diverse at all. School has a boring type of atmosphere. But it is a excellent school to go to in terms of education.
—Submitted by a student


Posted June 6, 2007

Although the IB program deserves its reputation as a high quality academic program, Edmonds-Woodway as a whole, does not. Administration focuses a great deal on the IB program and neglects the quality and academic rigor of their regular programs. Students in regular classes aren't prepared to compete on a college-based level. Also, although the IB program is great for some students, it does not cater those who need a more flexible curriculum. Also, the school does not offer great AP opportunities although AP is more flexible and better known. The school also overemphasizes the accomplishments of few students and fails to acknowledge everyone else disregarding the phony motto 'There are two kinds of people in this world. Warriors and those who wish they were.' Moreover, with the increasing number of students, student-teacher connections are lacking and teachers tend to pick favorites while they also discourage others.
—Submitted by a former student


Posted November 18, 2006

Edmonds-Woodway is a great school. As a student, I love attending Edmonds-Woodway High School. It has amazing facilities and is located in a really nice area. The teachers are amazing and I feel we come out well prepared for college. There are loads of advanced classes offered, interesting electives, and fun extra curriculars. The sports teams tend to do really well, although the ASB is kind of iffy. The main issue with Edmonds-Woodway is lack of school spirit, probably due to having so many things to do, and the unneccesary amount of assemblies; the average number is one every nine school days. From what I've heard and seen, Edmonds-Woodway is about the best high school in the area, public or private.
—Submitted by a student


Posted August 9, 2006

Administration is arrogant yet strangely out-of-touch with good teaching practice. Main effort is towards jingoism and above-all-else support of elitist 'International Baccelauriate' program. Many staff, students and parents are unhappy, but district has continually been unable to replace or repair current administration.
—Submitted by a parent


Posted May 18, 2006

Edmonds-Woodway is great if you're in IB. I give it a 3 if you're in regular classes. Problem is all their energy goes (especially from the principal) into the IB program, which is very elitist, but not much devotion or energy anywhere else. The average, everyday good kid gets ignored and teachers do a slack job of motivating them. Basically if you have a kid with special needs or one that is totally into academics, great place. Most other kids are ignored.
—Submitted by a teacher


Posted April 16, 2006

In my opinion, Edmonds-Woodway is one fo the better schools in the Edmonds school district. The international Baccalureate Program and Advanced Placement classes that are available as well as a large DHH (deaf and hard of hearing) program provide a wide variety of opportunities to cater to the various educational needs that students have.
—Submitted by a student


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.
Algebra I

The state average for Algebra I was 54% in 2013.

186 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
45%

2011

 
 
58%
Biology I

The state average for Biology I was 82% in 2013.

141 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
92%
Geometry

The state average for Geometry was 93% in 2013.

92 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
n/a

2011

 
 
94%
Integrated Math I

The state average for Integrated Math I was 53% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Integrated Math II

The state average for Integrated Math II was 96% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Scale: % basic, level 3, or level 4

About the tests


In 2012-2013 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.

Source: Washington Office of Superintendent of Public Instruction

Algebra I

The state average for Algebra I was 22% in 2013.

61 students were tested at this school in 2013.

2013

 
 
20%

2012

 
 
43%

2011

 
 
22%
Biology I

The state average for Biology I was 66% in 2013.

227 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
68%
Geometry

The state average for Geometry was 72% in 2013.

153 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
58%

2011

 
 
62%
Integrated Math I

The state average for Integrated Math I was 28% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Integrated Math II

The state average for Integrated Math II was 61% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Scale: % basic, level 3, or level 4

About the tests


In 2012-2013 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.

Source: Washington Office of Superintendent of Public Instruction

Algebra I

The state average for Algebra I was 19% in 2013.

18 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
n/a

2011

 
 
35%
Biology I

The state average for Biology I was 35% in 2013.

2013

 
 
n/a

2012

 
 
n/a
Geometry

The state average for Geometry was 35% in 2013.

10 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
43%

2011

 
 
25%
Integrated Math I

The state average for Integrated Math I was 30% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Integrated Math II

The state average for Integrated Math II was 23% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Scale: % basic, level 3, or level 4

About the tests


In 2012-2013 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.

Source: Washington Office of Superintendent of Public Instruction

Algebra I

The state average for Algebra I was 15% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Biology I

The state average for Biology I was 34% in 2013.

2013

 
 
n/a

2012

 
 
n/a
Geometry

The state average for Geometry was 20% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Integrated Math I

The state average for Integrated Math I was 18% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Scale: % basic, level 3, or level 4

About the tests


In 2012-2013 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.

Source: Washington Office of Superintendent of Public Instruction

Algebra I

All Students54%
Female56%
Male52%
Black36%
Asian68%
Asian/Pacific Islander64%
Hispanic46%
Multiracial33%
Native Americann/a
Pacific Islandern/a
White62%
Low income54%
Not low income54%
Special education50%
Not special education54%
Limited English12%
Migrantn/a

Biology I

All Students96%
Female95%
Male98%
Blackn/a
Asian94%
Asian/Pacific Islander94%
Hispanic90%
Multiracial100%
Native Americann/a
Pacific Islandern/a
White97%
Low income89%
Not low income98%
Special educationn/a
Not special education96%
Limited Englishn/a
Migrantn/a

Geometry

All Students95%
Female92%
Male97%
Blackn/a
Asian94%
Asian/Pacific Islander90%
Hispanicn/a
Multiracial90%
White96%
Low income95%
Not low income95%
Not special education95%
Limited Englishn/a
Migrantn/a

Integrated Math I

All Studentsn/a
Femalen/a
Malen/a
Blackn/a
Asiann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Pacific Islandern/a
Whiten/a
Low incomen/a
Not low incomen/a
Special educationn/a
Not special educationn/a
Limited Englishn/a

Integrated Math II

All Studentsn/a
Femalen/a
Malen/a
Asiann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Whiten/a
Low incomen/a
Not low incomen/a
Not special educationn/a
Scale: % basic, level 3, or level 4

About the tests


In 2012-2013 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.

The different student groups are identified by the Washington Office of Superintendent of Public Instruction. If there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: Washington Office of Superintendent of Public Instruction

Algebra I

All Students20%
Female21%
Male19%
Blackn/a
Asiann/a
Asian/Pacific Islandern/a
Hispanic14%
Multiracialn/a
Native Americann/a
Pacific Islandern/a
White22%
Low income7%
Not low income34%
Special education19%
Not special education20%
Limited Englishn/a
Migrantn/a

Biology I

All Students70%
Female71%
Male70%
Black53%
Asian73%
Asian/Pacific Islander73%
Hispanic52%
Multiracial78%
Native Americann/a
Pacific Islandern/a
White76%
Low income64%
Not low income74%
Special education63%
Not special education72%
Limited English17%
Migrantn/a

Geometry

All Students71%
Female74%
Male68%
Black50%
Asiann/a
Asian/Pacific Islandern/a
Hispanic52%
Multiracialn/a
Native Americann/a
Pacific Islandern/a
White79%
Low income56%
Not low income78%
Special education56%
Not special education73%
Limited English30%
Migrantn/a

Integrated Math I

All Studentsn/a
Femalen/a
Malen/a
Asiann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Whiten/a
Low incomen/a
Not low incomen/a
Special educationn/a
Not special educationn/a
Limited Englishn/a

Integrated Math II

All Studentsn/a
Femalen/a
Malen/a
Blackn/a
Asiann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Whiten/a
Low incomen/a
Not low incomen/a
Special educationn/a
Not special educationn/a
Limited Englishn/a
Scale: % basic, level 3, or level 4

About the tests


In 2012-2013 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.

The different student groups are identified by the Washington Office of Superintendent of Public Instruction. If there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: Washington Office of Superintendent of Public Instruction

Algebra I

All Students44%
Femalen/a
Male33%
Blackn/a
Asiann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Pacific Islandern/a
White62%
Low incomen/a
Not low income44%
Special educationn/a
Not special education47%
Limited Englishn/a
Migrantn/a

Biology I

All Studentsn/a
Femalen/a
Malen/a
Asiann/a
Asian/Pacific Islandern/a
Hispanicn/a
Whiten/a
Low incomen/a
Not low incomen/a
Special educationn/a
Not special educationn/a
Limited Englishn/a

Geometry

All Students60%
Femalen/a
Malen/a
Blackn/a
Asiann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Whiten/a
Low incomen/a
Not low incomen/a
Special educationn/a
Not special educationn/a
Limited Englishn/a
Migrantn/a

Integrated Math I

All Studentsn/a
Femalen/a
Malen/a
Whiten/a
Low incomen/a
Not low incomen/a
Not special educationn/a

Integrated Math II

All Studentsn/a
Femalen/a
Malen/a
Hispanicn/a
Whiten/a
Low incomen/a
Not low incomen/a
Special educationn/a
Not special educationn/a
Scale: % basic, level 3, or level 4

About the tests


In 2012-2013 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.

The different student groups are identified by the Washington Office of Superintendent of Public Instruction. If there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: Washington Office of Superintendent of Public Instruction

Algebra I

All Studentsn/a
Femalen/a
Malen/a
Blackn/a
Hispanicn/a
Native Americann/a
Whiten/a
Low incomen/a
Not low incomen/a
Special educationn/a
Not special educationn/a
Limited Englishn/a

Biology I

All Studentsn/a
Low incomen/a
Not special educationn/a

Geometry

All Studentsn/a
Femalen/a
Malen/a
Hispanicn/a
Whiten/a
Low incomen/a
Not low incomen/a
Special educationn/a
Not special educationn/a
Limited Englishn/a

Integrated Math I

All Studentsn/a
Malen/a
Whiten/a
Low incomen/a
Not low incomen/a
Not special educationn/a
Scale: % basic, level 3, or level 4

About the tests


In 2012-2013 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.

The different student groups are identified by the Washington Office of Superintendent of Public Instruction. If there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: Washington Office of Superintendent of Public Instruction

Math

The state average for Math was 42% in 2010.

352 students were tested at this school in 2010.

2010

 
 
48%
Reading

The state average for Reading was 84% in 2013.

395 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
90%

2011

 
 
90%

2010

 
 
87%
Science

The state average for Science was 50% in 2011.

406 students were tested at this school in 2011.

2011

 
 
63%

2010

 
 
53%
Writing

The state average for Writing was 85% in 2013.

398 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
94%

2011

 
 
96%

2010

 
 
94%
Scale: % basic, level 3, or level 4

About the tests


In 2012-2013 Washington used the High School Proficiency Exam (HSPE) to test students in reading and writing in grade 10. Math skills are tested by the End-of-Course (EOC) exams. The HSPE is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.

Source: Washington Office of Superintendent of Public Instruction

Reading

All Students91%
Female93%
Male88%
Black88%
Asian100%
Asian/Pacific Islander100%
Hispanic82%
Native Americann/a
Pacific Islandern/a
White91%
Low income79%
Not low income95%
Special education59%
Not special education94%
Limited English71%
Migrantn/a

Writing

All Students92%
Female95%
Male91%
Black88%
Asian98%
Asian/Pacific Islander98%
Hispanic83%
Native Americann/a
Pacific Islandern/a
White93%
Low income85%
Not low income96%
Special education80%
Not special education94%
Limited English56%
Migrantn/a
Scale: % basic, level 3, or level 4

About the tests


In 2012-2013 Washington used the High School Proficiency Exam (HSPE) to test students in reading and writing in grade 10. Math skills are tested by the End-of-Course (EOC) exams. The HSPE is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.

The different student groups are identified by the Washington Office of Superintendent of Public Instruction. If there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: Washington Office of Superintendent of Public Instruction

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 60% 60%
Asian or Asian/Pacific Islander 15% 7%
Hispanic 11% 20%
Black 7% 5%
Two or more races 6% 6%
American Indian/Alaska Native 1% 2%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Transitional bilingual 11%N/A8%
Special education 110%N/A13%
Students eligible for free or reduced-price lunch program 228%N/A44%
Source: 1 WA OSPI, 2009-2010
Source: 2 NCES, 2011-2012

Student-teacher ratio

  This school District averageState average
Students per classroom teacher 19N/A17
Source: WA OSPI, 2009-2010

Teacher experience

  This school District averageState average
Average years educational experience 11N/A12
Source: WA OSPI, 2009-2010

Teacher education levels

  This school District averageState average
Master's degree or higher 68%N/A66%
Source: WA OSPI, 2009-2010

Teacher resources

Special staff resources available to students Assistant principal(s)
Music teacher(s)
School psychologist
School social worker/counselors(s)
Read more about programs at this school
Source: Provided by school community.

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Arts & music

Staff resources available to students
  • Music teacher(s)
Visual arts
  • Photography
Music
  • Choir / Chorus
  • Jazz band

Language learning

Foreign languages taught
  • American sign language
  • French
  • Spanish

Health & athletics

Staff resources available to students
  • School psychologist
Note: Data provided by community members,
needs to be verified by school leaders.

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School basics

Before school or after school care / program onsite
  • After school
School Leader's name
  • Michelle Trifunovic

Programs

Foreign languages taught
  • American sign language
  • French
  • Spanish

Resources

Staff resources available to students
  • Assistant principal(s)
  • Music teacher(s)
  • School psychologist
  • School social worker/counselors(s)
Transportation options
  • Buses/vans for students only
School facilities
  • College/career center
  • Library
Note: Data provided by community members,
needs to be verified by school leaders.

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by verifying community responses, adding program highlights
and more! Get started »

Sports

Boys sports
  • Basketball
  • Golf
  • Soccer
Girls sports
  • Basketball
  • Golf
  • Soccer

Arts & music

Visual arts
  • Photography
Music
  • Choir / Chorus
  • Jazz band
Note: Data provided by community members,
needs to be verified by school leaders.

Upcoming Events

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School culture

Parent involvement
  • Join PTO/PTA
Note: Data provided by community members,
needs to be verified by school leaders.

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To learn more about enrolling, please call the school.
 

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7600 212th St SW
Edmonds, WA 98026
Phone: (425) 431-7900

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