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GreatSchools Rating

El Camino Creek Elementary School

Public | K-6

 
 

Living in Carlsbad

Situated in a suburban neighborhood. The median home value is $560,000. The average monthly rent for a 2 bedroom apartment is $1,720.

Source: Sperling's Best Places
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 3 ratings
2012:
Based on 6 ratings
2011:
Based on 4 ratings

Teacher quality

Principal leadership

Parent involvement

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32 reviews of this school


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Posted February 6, 2014

I agree about the nepotism. There are some great teachers, some are fair and then there are the others you don't want. It's pretty much like any other school in this district, except that this school seems to lack genuine integrity in the leadership. Integrity means actions follow words. I'd like to see more of that from this administration. Also, the bullying is still pretty bad on the playground. There are a lot of kids and not enough supervisors. Otherwise, test scores are consistently good. I agree with the other comments that the other schools in the district provide good alternatives to this one.
—Submitted by a parent


Posted February 5, 2014

El Camino Creek has been an excellent school for our kids. Principal and parents are very involved. If I must say something that bothers me is that certain parents (those that are in the loop or former Vice Principals with kids attending the school) ALWAYS get the best teachers. This really is not fair. It is so obvious. Otherwise, very happy with the school.
—Submitted by a parent


Posted August 1, 2013

Having moved here from another state with private education, we were wary about public education in california. This school is wonderful and has reached our high expectations. There is a lot of parent involvement, that keeps programs, like art, music and multiple disciplines of science. The teachers are dedicated, supportive, and caring. They challenge the students who need it, while providing extra help others. The class sizes are some of the smallest in the area. My sons are enthusiastic about learning and take pride in going to ECC.
—Submitted by a parent


Posted June 5, 2013

I volunteer during lunch recess and witnessed packs of bully groups roaming the large black top areas. It's always the same children picking on others who are alone or in small groups. The bullying ranges from name calling, or exclusionary behavior to shoving and pushing. Because it's so rampant, it's becoming an acceptable form of interaction with kids who don't normally bully others. I"m not sure why this awful conduct is tolerated on the playgrounds year after year. It doesn't take much more than a simple redirection or time-out to teach the children bully behavior is wrong and won't be tolerated. It would be great if the school leadership were more interested in addressing the problem. For our family, strong academics or high test scores are good, but it's hard for them to focus on their substantive course work when they are fearful each day at school. I choose to stay on the playground to protect my children, but I shouldn't have to do that to keep them safe at school. . I am genuinely disappointed in the leadership's apathy toward the bullying problem at this school.
—Submitted by a parent


Posted January 22, 2013

The Principle was a huge disappointment and allows behavior at that school without recourse. She talks about kids respecting each other but we witnessed bullying without recourse. For those that write there is no bullying doesn't know the reality at this school. We were very disappointed in how they handled matter for our child. HUGE disappointment to have such a weak leader that does not practice what she preaches.
—Submitted by a parent


Posted October 6, 2012

I have had my children at other schools and found the bullying problem worse at other schools, El camino creek is great. I work playground partners at el camino creek and there are definately passionate disagreements between students that waste game time, but playground partners and the lunch duty and teachers all do a great job in making sure play time goes smoothly, Compared to other schools El Camino Creek has no bullying
—Submitted by a parent


Posted August 7, 2012

All the Encinitas Schools have excellent technology, teachers and programs. The bullying of students on the playground and in the classroom is the reason we made the decision to leave this school. The teachers are not given enough knowledge, as to how to watch for such instances or how to cope with a bullying child in the classroom. The playground monitors do little to solve complaints, the playground has to many kids for the monitors to watch. Wtih other great school in the area we felt it was best to move to a smaller more manageable campus.
—Submitted by a parent


Posted August 3, 2012

My son and daughter attend El Camino Creek and absolutely love their school! The teachers are using the very best teaching tools available, including accelerated programs and tracks with for computer, reading, art and even gardening. And for those working parents, the on-site after care program is amazing. We are so glad to attend this school. The parent involvement is intense, sometimes overwhelming, but we would rather see maximum involvement than deal with the opposite.
—Submitted by a parent


Posted June 11, 2012

Our son is just finishing kindergarten at El Camino Creek. Prior to moving to the neighborhood, we extensively researched schools. ECC was at the top of our list, and we were not disappointed. The kids who were in my child's class were all very respectful, bright, curious children. I volunteered on a weekly basis, and got to know the students and teacher well. The growth of the kids from the beginning of the school year until now is absolutely amazing! My son has made some best friends, and I have also built relationships with other parents in the class. The parental involvement at the school is truly fantastic. The parents all participate to create a sense of community and raise funds for programs that benefit the kids. The teachers and administration sincerely care about each child's well being, and strive to ensure that the students will have an enriching academic and social experience.
—Submitted by a parent


Posted March 20, 2012

Our 4 children have attended this school. After a change in administration a few years back, there has been an increase in problems like bullying, and lack of proper supervision of the children on the playground. New kindergarten classes have a supervision ratio of something like 15 or 20 to 1. Things are worse on the larger playgrounds, and so the bullies rule the playgrounds in large groups. I am sadly disappointed in the lack of caring and leadership that permits this circumstance to continue for years. I'd like to see better leadership in dealing with the bullying. I'd also like to see better programs in support of gifted children. This school's test scores are good each year, but there aren't programs for the genuinely gifted children. Our experience has been that the teachers aren't equipped to teach to the upper fringes, and so their response to a child who is gifted is to give her more homework or offer to push her up a grade. I'd like to see the school cut administrative expenses and increase it's per capita spending on each student, so that it matches other area schools and then apply that surplus to bolstering programs for the gifted students.
—Submitted by a parent


Posted March 19, 2012

Our son started kindergarten here this year and so far he loves it more than he even loved his Montessori Preschool. He is challenged appropriately by the daily lessons, has a great time on the playground and loves the after school program. The teachers are excellent in terms of communicating with parents and managing the children in class. There is enough structure so that everybody learns, but not so much that the children can't explore and learn independently. The parents and PTA groups are also extremely active and help keep critical programs in place through fundraisers and volunteer work. Our son is a smart kid and my wife and I did a lot of research before settling on this elementary school. So far, we feel as though we've definitely made the right decision.
—Submitted by a parent


Posted December 15, 2011

Overall, this very large school (~900 students) has many fine qualities: a caring and responsive principal, devoted teachers, an automated principal messaging system to home phones, extremely high parent involvement, well maintained facilities, an active foundation and fundraising mechanism, recent technology improvements, very high API scores and many extra-curricular activities and programs to choose from. Many teachers implement tiered skill-level groups for varying capacities in certain subjects. Most teachers show a genuine enthusiasm for teaching and child development. Areas for improvement include a safer pickup/drop-off area, a more transparent grading policy at the higher grades, and more lunchtime playground supervision as some bullies rule without consequences. We moved into the area for this school and have not regretted it. It does appear that the active PTA or Fundraiser parents often seem to get the teachers they want for their children. While not perfect, ECC offers what I think is important in a public elementary school and would recommend it without reservation. With that said, I also think nearby OPE and Mission Estancia are equally well run.
—Submitted by a parent


Posted August 18, 2011

there is no bullying problem at the school as stated by another parent. Also there is PLENTY of emphasis on academics as evidenced by the high test scores. Children who need additional academic assistance, a smaller classroom size or dont consider the english language to to be their primary language should go elsewhere as the classes are bigger and teaching is done at a quicker pace than some may grasp. No every school is for every student but this school serves its community with great success.
—Submitted by a parent


Posted July 21, 2011

I have had 3 children attend this school for the last 5 years. Yes, it is a large elementary school but there are amazing teachers who are very dedicated to the students. My children have been well-prepared for their schooling beyond elementary school and are fully capable of taking honors and AP classes with the education they received at ECC. There is a lot of parental involvement which helps the kids thrive. In response to the person who stated too much was spent on the "magic show"--actually it is a talent show which is very low budget and very little is spent on the show. It is a wonderful way for the kids to express themselves!! So happy to have been a part of the ECC community!
—Submitted by a parent


Posted July 19, 2011

I really like this school. I move my daughter from Vista. Was a very great change, but the result is just perfect! I love the school, good teachers, a lot of programs and great academics.
—Submitted by a parent


Posted October 8, 2010

This school is more about fluff and parties than the basics.The PTA just had a huge magic show,thought it was America's Got Talent! How about spending money on the basics and giving more to teachers for classroom use. Agree about the bullies at recess.
—Submitted by a parent


Posted September 28, 2010

Bullies rule the playgrounds. There are 30 or more kindergarteners for each adult on the playground. There is less supervision of the older chidren which leads to bullying. I believe children deserve more supervision during recess breaks so they may play without being bullied.
—Submitted by a parent


Posted August 28, 2010

We are new kindergarten parents. We were hesitant to go public mostly due to fear of the unknown. However, our experiences in this school are altering our thinking. The parents are generally warm, engaged, and mentally present. The teacher is organized, controlled, and kind. The administration seems organized, attentive to pertinent detail, and enjoyable. There will be bumps in the road but ECC is providing an environment that will allow our kids to navigate the bumps and grow from the experience. Great job ECC! Thank you for your hard work.
—Submitted by a parent


Posted August 4, 2010

Kindergarten for my child far exceeded my expectations. My daughter is looking forward to 1st grade.
—Submitted by a parent


Posted May 31, 2010

The parents make this school. The administration needs to show more concern for the students needs. Per student funding is well below the State average, I'd like to see more money go into education and supervision of the students.
—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

950

Change from
2012 to 2013

0

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

9 / 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

950

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

0

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

10 / 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)

9 / 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.

95 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
87%

2011

 
 
91%

2010

 
 
86%
Math

The state average for Math was 65% in 2013.

95 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
89%

2011

 
 
93%

2010

 
 
93%
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.

115 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
85%

2011

 
 
87%

2010

 
 
83%
Math

The state average for Math was 66% in 2013.

119 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
94%

2011

 
 
94%

2010

 
 
96%
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.

127 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
97%

2011

 
 
96%

2010

 
 
94%
Math

The state average for Math was 72% in 2013.

129 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
94%

2011

 
 
96%

2010

 
 
87%
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

 
 
92%

2012

 
 
96%

2011

 
 
95%

2010

 
 
93%
Math

The state average for Math was 65% in 2013.

110 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
92%

2011

 
 
92%

2010

 
 
92%
Science

The state average for Science was 57% in 2013.

108 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
93%

2011

 
 
91%

2010

 
 
92%
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.

150 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
93%

2011

 
 
92%

2010

 
 
92%
Math

The state average for Math was 55% in 2013.

149 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
93%

2011

 
 
97%

2010

 
 
86%
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 Students92%
Females94%
Males91%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantagedn/a
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only94%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate92%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Math

All Students96%
Females96%
Males95%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)96%
Economically disadvantagedn/a
Non-economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability98%
English learnern/a
Fluent-English proficient and English only97%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate92%
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 Students86%
Females91%
Males80%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantagedn/a
Non-economically disadvantaged87%
Students with disability55%
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate73%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Math

All Students88%
Females86%
Males89%
African Americann/a
Asian87%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantagedn/a
Non-economically disadvantaged88%
Students with disability67%
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate83%
Parent education - graduate school/post graduate90%
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 Students95%
Females95%
Males95%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino91%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantagedn/a
Non-economically disadvantaged96%
Students with disability75%
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only96%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate96%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a

Math

All Students92%
Females92%
Males93%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantagedn/a
Non-economically disadvantaged93%
Students with disability64%
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate90%
Parent education - graduate school/post graduate94%
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 Students92%
Females96%
Males90%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantagedn/a
Non-economically disadvantaged92%
Students with disability93%
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate91%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a

Math

All Students92%
Females90%
Males93%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantagedn/a
Non-economically disadvantaged92%
Students with disability88%
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate88%
Parent education - graduate school/post graduate98%
Parent education - declined to staten/a

Science

All Students94%
Females96%
Males93%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantagedn/a
Non-economically disadvantaged94%
Students with disability93%
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only94%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate93%
Parent education - graduate school/post graduate98%
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 Students93%
Females96%
Males91%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantagedn/a
Non-economically disadvantaged93%
Students with disability64%
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only94%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate93%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Math

All Students91%
Females91%
Males92%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantagedn/a
Non-economically disadvantaged91%
Students with disability73%
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate91%
Parent education - graduate school/post graduate91%
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
White 81%
Hispanic 8%
Asian 6%
Two or more races 3%
American Indian/Alaska Native 0%
Black 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 2%N/AN/A
English language learners 2%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

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

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School basics

School Leader's name
  • Carrie Brown
Special schedule
  • Year-round
Fax number
  • (760) 943-2052
School leaders can update this information here.

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7885 Paseo Aliso
Carlsbad, CA 92009
Website: Click here
Phone: (760) 943-2051

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