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Teacher quality
Principal leadership
Parent involvement
I have a child development background and I feel so privileged to have transferred my children to Jefferson (out of a test-prep oriented school) since kindergarten. They are learning at such a young age how to function successfully in a global school setting with a diverse population and a challenging, globally focused curriculum. The STAR testing system is becoming a thing of the past, and the new Common Core is very aligned with the International Baccalaureate principles that Jefferson effuses. The teachers are so creative with curriculum and the principal supports wholeheartedly their efforts and the PTAs. My children have had exposure to organic gardening, violin, chorus, drumming, dancing, drama, language, technolody, etc to name only a few extracurricular activities. A truly GREAT school! Thanks Jefferson!
—Submitted by a parent
Jefferson is a unique school that cares about your child getting a well rounded education. Along with a strong academic focus, they also nurture curiosity, creativity, and a true love of learning. They do not replace key academic areas like science and social studies with test prep. The teachers are incredibly dedicated and creative. Their IB program places a strong emphasis on science and social studies. My daughter did amazing experiments in third grade that many high school students don't get to do! My two children have learned to celebrate diversity, make presentations and perform with poise and confidence, play twice real instruments and read music, create amazing projects with PowerPoint, Animoto, and other multimedia. They had a Spanish teacher last year, but this year they can choose from 25 different languages with Rosetta Stone. They teach children how to problem solve, think critically, and ask questions-important skills for the 21st century! The school board needs to support this school and stop taking all of their grant money!
—Submitted by a parent
I am impressed with the dedication of the teachers who provide an excellent education with very limited resources. The School Board needs to review the equity of distributed resources. This school is short changed.
I just LOVE Jefferson! It's honestly a great school; and I recommend it for all kids who like cool field trips, funny teachers, and awesome friends. First of all, the kids there are super-cool. They tell funny jokes, they aren't lazy, and they're just awesome. Besides, they like new students, and are willing to make friends with them--and there are NO fights at all! Next, the teachers there are funny and well-liked. They're also diverse, and some of them were Jefferson students when they were kids. Additionally, there are some really awesome field trips, such as BizTown, Wild Animal Park, and even the Harding Guest House--and don't forget the beach field trip at the end of the year! Finally, it's where memories are made. You'll always remember it as one of the best schools ever. It'll be in your heart. And that's a promise!
Jefferson Elementary offers their students an amazing, well rounded education that is based on encouraging students to discover and participate in their community and the world around them. The teachers work together to provide cross curriculum instruction, so the children get to experience art, music, literature, science, math, history, and social studies in each and every subject. The learning environment is dynamic and interesting, and the children are happy! This school is socio-economically and racially diverse, and students learn to embrace and celebrate diversity, not to be afraid of it. The parents are incredibly active in all facets of school life, and it is warmly and enthusiastically encouraged by the principal and staff. With the establishment of the International Baccalaureate program, Jefferson has managed to set the bar so high, that it could easily compete with programs that are typically only offered in a specialized, private school setting. You can just feel the pride and enthusiasm of the students, faculty, staff, and parents. It makes all the difference for my children to attend a school where they are challenged to grow and are still valued as people!
—Submitted by a parent
I attended Jefferson Elementary and I can honestly say that the faculty are some of the best around. It was there that my interest in playing music was cultivated as I learned to read music and play the saxophone, which I continued to play into middle school. It was a kind of place where no matter what classroom you stepped into you were genuinely interested in what was being taught because there the teachers love what they do, and it shows.
Inquiry based learning, great teachers, awesome Principal and staff, character development and community participation.
—Submitted by a parent
I love the International Baccalaureate Program and the inquiry based learning opportunities the children have. It's a great school!
—Submitted by a parent
We are an International Baccalaureate program where kids learn by asking questions, research , group projects and hands on projects as opposed to the traditional worksheet packets given on Monday due on Friday. The program and staff allow even children who aren't traditionally academic be successful by providing a different type of learning. Learning through experience. Way better than any packet could do!
—Submitted by a parent
I put my son in Jefferson just for the full day kindergarden at first but after having such a great year in the school i could not imagine him anywhere else.This is a great school with lots of extras and it shows.I could not be more happy!
—Submitted by a parent
My son is in Kindergarden at Jefferson and I couldn't be more thrilled with the education he's getting.
—Submitted by a parent
Jefferson has been a wonderful school for my daughter. She is a high achieving student and designated gate. The programs the school offers are well rounded. Besides basic academics, she receives art, music, physical education, and commputer instruction in her 'specials' classes. The diversity at Jefferson also offers her a different perspective and the opportunity to relate with children of all ethnicities. She is involved in the writing club with our very own story queen, Shelly Thomas who is a published children's author. The teachers at Jefferson reach out to all children of all abilities to enhance their learning and challange them daily. Because our school has alot of english learners, I was concerned about my child not being pushed to her abilities. She has received a fine education, and scored 100% on her math state test last year!
—Submitted by a parent
We have been very happy with the educational program, school climate and facilities at Jefferson. The teachers have been wonderful with both our children and have provided creative educational opportunities, beyond teaching simply what is expected. The music (weekly singing during the school day, as well as optional and free group music and band classes once a week before or after school) and art programs are a nice addition to the curriculum and something our children look forward to every week. Shelly Thomas (a literacy specialist and a published children's author) works with the teachers providing literacy support and enrichment to the curriculum with weekly visits as The Story Queen to each classroom. Jefferson is a culturally diverse school with wonderful opportunities for our children to interact with and get to know students that may come from a different background. We love Jefferson and feel it's Carlsbad's best secret!
—Submitted by a parent
I have two children at this school. They've had some great teachers but also some very poor ones. From my experiences with the upper level administrators, I feel as though that's where this school's problems start. My son went from being an A/B student at his previous school to a C/D here. His father and I feel as though his entire 5th grade year was almost a complete waste. He had 3 subjects taught by 3 different teachers, one being his home teacher. The lack of organization was very evident. Very, very poor teacher to parent communication about what was going on in the classroom. Face to face conversations about bullying would meet with little or no follow through. These bullys parents weren't even called in some cases. I will do anything not to have my children attend this school next year.
—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.
121 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
122 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.
126 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
126 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.
104 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
105 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.
115 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
118 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
118 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 | 67% |
| Females | 70% |
| Males | 64% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | 48% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 68% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 74% |
| Males | 78% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | 70% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 71% |
| Parent education - high school graduate | 74% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 82% |
| 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 | 38% |
| Females | 38% |
| Males | 38% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 19% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | 63% |
| Students with disability | 5% |
| Students with no reported disability | 44% |
| English learner | 13% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 73% |
| Parent education - not a high school graduate | 13% |
| Parent education - high school graduate | 26% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 43% |
| Parent education - graduate school/post graduate | 74% |
| Parent education - declined to state | n/a |
| All Students | 72% |
| Females | 80% |
| Males | 64% |
| 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 |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 84% |
| Students with disability | 50% |
| Students with no reported disability | 75% |
| English learner | 56% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 61% |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 91% |
| 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 | 71% |
| Females | 73% |
| Males | 70% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | 35% |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 77% |
| Males | 77% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | 50% |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 47% |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 95% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 82% |
| 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 | 82% |
| Females | 83% |
| Males | 81% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 92% |
| Students with disability | 55% |
| Students with no reported disability | 84% |
| English learner | 40% |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 58% |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | 71% |
| Males | 75% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 87% |
| Students with disability | 50% |
| Students with no reported disability | 75% |
| English learner | 48% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 54% |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 95% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | 69% |
| Males | 76% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 87% |
| Students with disability | 43% |
| Students with no reported disability | 77% |
| English learner | 33% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 46% |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 83% |
| 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
All students
Female
Male
All students
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
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
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 50% | 49% | ||
| White | 40% | 28% | ||
| Multiple or No Response | 6% | 3% | ||
| African American | 1% | 7% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Asian | 1% | 8% | ||
| Filipino | 1% | 3% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 32% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 47% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 99% | 85% | ||
| Japanese | 0% | 0% | ||
| Vietnamese | 0% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 18 | 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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3743 Jefferson Street
Carlsbad,
CA 92008
Website: Click here
Phone: (760) 331-5500
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