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GreatSchools Rating

La Costa Meadows Elementary School

Public | K-5

 
 

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

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 6 ratings
2012:
Based on 1 rating
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 June 11, 2014

La Costa Meadows is an fantastic elementary school led by a dedicated team of administrators, teachers, and staff. There is a commitment to the academic success of all students within a positive environment. The school emphasis academics, character, and the importance of college. Parents are extremely involved with one of the strongest PTA's I've ever seen. During the downturn, the PTA raised resources to fund the music teacher, after school programming, and so much more. We loved our time at LCM.
—Submitted by a parent


Posted January 14, 2014

LCM is a fantastic school with a well rounded education for my kids. My boys are getting a great education, enriched with Music, Art and Science and have the opportunity to try out many new activities through the after school programs (LPP). I love the administration, they are positive and are doing their best to make LCM a great place to learn. I feel bad for the people below with negative experiences because we have had a great Elementary experience at La Costa Meadows. I am very impressed with the amount of parent involvement and the sense of community at this school. My boys love it and are so glad we moved over by LCM.
—Submitted by a parent


Posted December 28, 2013

I really wanted to like this school. My kindergardener sat with a raised hand to be excused to use the restroom - well, teacher never saw him and he had an accident. Even worse she sent him on to KOC where he had to sit separated from the other kids for almost 2 hours before I could get there. And worse yet, she won't respond to my emails asking for an understanding of the situation and what the class policy is because my child hasn't gone in his pants since he was 3, and he is a true rule follower, so this is not acceptable. I just asked my kids today if they would be sad to leave LCM and they both, literally, screamed "NO." Sorry, but the teachers are so disconnected, principal is MIA, and the parent helpers spend their "helping" time gossiping with the other helpers, so the kids are left to fend for themselves. Half the food in my kids' lunches come home because they need help opening something and theres no one to be found. I helped in the 2nd grade (along with ~5other parent) and was 1 of maybe 3 that were actually helping. The otheres were there for appearances. It really saddens me because there is great potential. And KOC...don't get me started....
—Submitted by a parent


Posted September 12, 2013

I appreciated LCM while my boys attended the school. Now that they are in a different school and district, I appreciate LCM even more. For our family, it started with Mrs.Carter, the principal at the time. She did an amazing job. We were fortunate enough to have had some of the best teachers as well. Mrs.Murphy, Mrs.Costa, Ms. Hoisington, Mrs.Cherveny, Mrs.Tague, and some others that have left the school. I loved that the supervisors knew the names of so many of the students. And the amazing PTO. What a wonderful group of parents that work so tirelessly to supplement and enrich the students with music, science garden, and computer lab. I am very sad for my boys that they had to leave LCM, but so happy to know that their friends that attend LCM have an amazing school to learn and grow in.
—Submitted by a parent


Posted August 29, 2013

Teachers & office staff I interacted with seem nice & well organized, school has decent API score,others nearby with higher. Class of 33 kids & 2 teachers. My child is very disappointed that she doesn't really get to play on the playground. Don't do like I did- Before school starts drive past the school to point out the playground , you will set your child up for huge disappointment like I did. *not enough characters allowed to explain* Like other government run schools they need more money .It doesn't bother me, however to some they may seem a little pushy about donations They will also be doing a huge Halloween fundraiser carnival event. At orientation we were presented with information about the school implementing a new government/Obama :-( core curriculum. Honestly I am uneasy about my kid being some of the first while they work out the kinks. The person directing traffic today behaved terribly. I understand she may be a volunteer however The woman was still waving me forward as a kid ran in front of my car,Then yelled at me to drive faster and at children like a prison warden to go through the gate. Keeping traffic moving rather than children seemed to be priority.
—Submitted by a parent


Posted May 16, 2013

I LOVE this school. It has a great sense of community and excellent teachers. My son has Mrs. Sandoval for first grade this year and he has done nothing but flourish in her class and in LCM's supportive learning environment.
—Submitted by a parent


Posted April 27, 2013

Our first and hopefully last year at this school. On this date: April 27, 2013, the school has 950 students - a figure quoted from the office staff. Notice the header on the top of this page says 798 students. We too have experience several security and safety issues. The kids are 6, 8 and 9. Dismissal is a free for all - kids usually unsupervised, running around just feet from the massive line of cars picking up. The 6 year old was repeatedly sent home, without permission, with other children. 5th graders help direct the traffic in the parking lot pick up zone!! The policy of having visitors sign in and wear a sticker has improved....but still often see non-staff wondering around....walking right through the office without being stopped and questioned! School had a lock down because a student went missing, but we were not informed. At a Flag day salute for Kindergarteners, the students were led by older students in an anti- drug pledge! Not age appropriate! School communication involves phone calls, paper letters, emails, e-blasts.....and we still are left in the dark on many things. The school is overwhelmed; safety and security policies are not followed.


Posted January 31, 2013

I am very disappointed! Not only has my 5 year old been allowed to leave with an unapproved adult, my requests for control measures at release especially with the large amounts of subs in the class have not been addressed. The focus is on doing worksheet after worksheet. It is even used as their 'creative play'! My child went from liking to color to scribbling like a 2-year old again. As for academics like reading, make sure you teach them. We're looking for something else next year!
—Submitted by a parent


Posted May 25, 2012

Never imagined I could love a school so much! There is such a sense of community and the teachers are wonderful. They are creative and inspiring. My daughter has made incredible leaps the past two years thanks to Mrs. Wells, Mrs. Murphy and now Ms. Zelasko (an AMAZING 1st grade teacher!!)
—Submitted by a parent


Posted October 21, 2011

KIDS ON CAMPUS question. Does anyone have experience with the Kids on Capus for La Costa Meadows Elementary? Good? Bad? Are there any alternatives for afterschool care? Perhaps something in the community? Any thoughts will help. Thank you!
—Submitted by a parent


Posted October 20, 2011

The teachers are outstanding! I don't think as highly of the administration, but that may just be due to a personality clash. I do think that they ask a lot monetarily wise (large donations of classroom supplies and money for the PTO wave fund are expected).
—Submitted by a parent


Posted July 22, 2011

The principal is not horrible!!! She does not push kids through. If a parent feels it is necessary to hold their child back, ultimately it is always the parents choice. I have always found Mrs. Carter approachable, fair and reasonable. The reason I do not give the school 5 stars is because the class sizes are way too large. We have been so happy at La Costa Meadows.
—Submitted by a parent


Posted June 7, 2011

The principal is horrible... she cares more about pushing kids through and school policy than the individual needs of each child! The Kindergarten Teacher has been awseome this year!
—Submitted by a parent


Posted March 1, 2010

An amazing school with creatice and inspiring teachers. Both of my sons have received a wonderful education during the four years we have been here. I could not have asked for more. It is a wonderful community asset.
—Submitted by a parent


Posted November 11, 2009

This is our first year at this school. The principal is very responsive, the school is above average. My son is certainly not challenged though he is learning. Arts and science lacking. I am finding that the school itself, maybe due to location is lacking that community ambiance. I am used to letting my kids play at the playground after school and more people walking or biking to & from school. At the end of the day everyone leaves the campus so quickly. The line of cars to pick up kids is pretty ridiculous and I don't know why parents cannot just park and walk over to pick up their kids rather than idle and pollute for a good 15 minutes to get to the pick up zone. The strong Middle & High Schools keep us in the district. Maybe we will have a better experience next year given budget cuts.
—Submitted by a parent


Posted August 19, 2009

You try to teach that many children and get results. I bet your teacher did a great job keeping everyone on track and your child learned a lot. A parent's job is to review skills too. Check where your kid came into school and when they left.
—Submitted by a parent


Posted January 22, 2009

My daughter is in Ms Shuda's K class. Her reading and writing skills have increased by leaps and bounds. They do lots of practice and they have good homework for more practice. To read and write a language its simply about practice. Fortunately, Ms Shuda has lots of creative ways to keep the children engaged.
—Submitted by a parent


Posted May 22, 2008

My son's kindergarten class was lacking in creativity. They are given mostly worksheet after worksheet. It seemed like busy work to fill time. With such large kindergarten classes (32 students) the teacher always appeared rushed and distracted. Expect to spend your evenings teaching them the basics.
—Submitted by a parent


Posted January 24, 2008

This school is definiely lacking in the quality of how to teach children. Many teachers are pencil-paper pushers. They lack creativity. The new principal seems like she will bring more in quality teachers nd work to make the school better.
—Submitted by a parent


Posted August 12, 2007

The principal's leadership was definitely lacking, but a different principal is on board now, and I believe a change WILL indeed happen. For the outgoing principal's reputation, I will say that while he seemed 'nice,' the female parental involvement probably presented an impenetrable wall of Type-A personalities that he was simply not equipped to deal with. As for the crossing guard: she's wonderful. She is involved, and invested, in the safety of the general environment, as such is her concern and reason-for-being. All she asks is that parents actually SLOW DOWN, and not allow children to disembark and/or cross in the middle of the street. As to parent rudeness: Yes, this can be true, and I think part of what I, too, have encountered and bristled at, is the nouveau-riche atmosphere of the burgeoning community. There is an air of haughtiness about many...it can feel cold.
—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

919

Change from
2012 to 2013

+5

API Statewide Rank
(2012)

9 / 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

919

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

+5

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

9 / 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.

174 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
77%

2011

 
 
76%

2010

 
 
77%
Math

The state average for Math was 65% in 2013.

174 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
82%

2011

 
 
78%

2010

 
 
85%
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.

158 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
73%

2011

 
 
71%

2010

 
 
69%
Math

The state average for Math was 66% in 2013.

158 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
81%

2011

 
 
82%

2010

 
 
82%
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.

136 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
92%

2011

 
 
91%

2010

 
 
90%
Math

The state average for Math was 72% in 2013.

139 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
90%

2011

 
 
88%

2010

 
 
85%
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.

127 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
94%

2011

 
 
87%

2010

 
 
81%
Math

The state average for Math was 65% in 2013.

129 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
86%

2011

 
 
87%

2010

 
 
76%
Science

The state average for Science was 57% in 2013.

131 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
88%

2011

 
 
82%

2010

 
 
83%
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 Students79%
Females82%
Males76%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged67%
Non-economically disadvantaged81%
Students with disability64%
Students with no reported disability80%
English learner69%
Fluent-English proficient and English only80%
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)72%
Parent education - college graduate81%
Parent education - graduate school/post graduate84%
Parent education - declined to staten/a

Math

All Students87%
Females87%
Males87%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged78%
Non-economically disadvantaged88%
Students with disability45%
Students with no reported disability90%
English learner69%
Fluent-English proficient and English only88%
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)92%
Parent education - college graduate84%
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 Students70%
Females73%
Males68%
African Americann/a
Asian75%
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged50%
Non-economically disadvantaged74%
Students with disability47%
Students with no reported disability73%
English learner52%
Fluent-English proficient and English only73%
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)59%
Parent education - college graduate78%
Parent education - graduate school/post graduate69%
Parent education - declined to staten/a

Math

All Students85%
Females84%
Males86%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged73%
Non-economically disadvantaged88%
Students with disability67%
Students with no reported disability87%
English learner74%
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)71%
Parent education - college graduate89%
Parent education - graduate school/post graduate87%
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%
Females93%
Males93%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latino95%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantaged95%
Non-economically disadvantaged92%
Students with disabilityn/a
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)84%
Parent education - college graduate96%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a

Math

All Students87%
Females87%
Males88%
African Americann/a
Asian100%
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)91%
Economically disadvantaged73%
Non-economically disadvantaged90%
Students with disability55%
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only88%
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)77%
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 Students89%
Females95%
Males86%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino88%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged78%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)80%
Parent education - college graduate90%
Parent education - graduate school/post graduate98%
Parent education - declined to staten/a

Math

All Students90%
Females93%
Males88%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantaged74%
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)76%
Parent education - college graduate95%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Science

All Students85%
Females86%
Males84%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged45%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)73%
Parent education - college graduate98%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
White 69% 26%
Hispanic 17% 52%
Asian or Asian/Pacific Islander 7% 11%
Black 3% 6%
Two or more races 3% 3%
American Indian/Alaska Native 1% 1%
Hawaiian Native/Pacific Islander 1% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 1%N/A55%
Source: NCES, 2011-2012

Teacher experience

  This school District averageState average
First-year teachers 8%N/AN/A
Source: CRDC, 2011-2012

This school has not yet provided program information.


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Tandem
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6889 El Fuerte Street
Carlsbad, CA 92009
Website: Click here
Phone: (760) 290-2121

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