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GreatSchools Rating

Arroyo Vista Charter School

Charter | K-8

 

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Living in Chula Vista

Situated in a suburban neighborhood. The median home value is $320,000. The average monthly rent for a 2 bedroom apartment is $1,380.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 4 ratings
2013:
Based on 5 ratings
2012:
Based on 2 ratings
2011:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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28 reviews of this school


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Posted July 26, 2014

This is a great school! Kindergarten teacher Ms. Glickman is awesome! The principal is rude, doesn't care to listen to parents and the front office ladies are RUDE too! Huge PTA overall good school but needs a leader who will take the time to meet with a parent when requested!!!
—Submitted by a parent


Posted July 21, 2014

Great school and great teachers. Have had two kids attending for the last couple of years and have never had an issue.
—Submitted by a parent


Posted June 7, 2014

AVCMS is a joke! The teachers are either incompetent or on their way out the door. Administration is not helpful and extremely rude. My child was bullied repeatedly and it was ignored by all authority figures. It's disgusting how the school chooses to play 'favorites' and basically ostracize everyone else. Unfortunately, the office staff reflects the leadership which is poor. On top of all of the social/emotional issues, the academic rigor is pretty much nonexistent!! If you want your child to be prepared for high school or accepted in to a decent college, do not choose this middle school- you will be extremely disappointed!!!
—Submitted by a parent


Posted May 29, 2014

My child started at AVCS with great expectations. Unfortunately as parents we failed to listen to teachers / parents / classified employee's at the district level. My child was bullied through the grade levels and as parents we did what we could within the system. We finally requested a zone transfer which was denied, we ask why and were told by the district office the principal denied it. We then re-applied a couple of months later for a zone transfer and this time we did not mention bullying as a factor. It was approved and our child was happy and thank us. Principal rude on and off campus. Several times have encountered the principal off campus and she was rude to our child and my spouse. Teachers are afraid to be themselves. Race, age, and sexual orientation should not be reasons to be ashamed of, unfortunately there are several teachers and a classified that have to stay in the closet.
—Submitted by a parent


Posted August 22, 2013

It's a great school, my daughter is in 7th I really like it, the only problem is that the Spanish class even the advance is too basic so is a waste of time for the children that are Spanish speaker.
—Submitted by a parent


Posted August 8, 2013

I have 2 children at Arroyo Vista. The principle is very active which is one of the reasons we transferred to this school. We came from a school that had no leadership. The teachers we have had are great communicators and sensitive to the students needs.
—Submitted by a parent


Posted July 27, 2013

Not sure yet about Arroyo! I have 2 daughters that went to Marshall and the staff was great. My little one starts K at Arroyo. The few times that I have been in the Arroyo office the staff made me feel uncomfortable. I will give the staff the benefit of the doubt and see how the year goes.
—Submitted by a parent


Posted July 23, 2013

Agree with the parent that posted yesterday. The principal doesn't want to work with parents, and the staff at the front office is rude. It's time for a new job ladies.
—Submitted by a parent


Posted July 22, 2013

The teachers are wonderful! However the leadership is poor. They lack a bullying policy. High teacher turn-over. Every event not sponsored by PTA is unorganized. The principal/front office staff seem to be annoyed with her jobs. They seem to use it as an excuse for condescending and rude behavior towards parents. Note that not a single teacher has posted a review since 2006.
—Submitted by a parent


Posted December 5, 2012

I can't say enough good things about AVCS! As a zone transfer, we have made the best decision for our children to move them to a school where the principal and teachers truly care about your child's success. We love the middle school so much! With a total population of 150 middle school students, it's like being at a FREE private school. It's a very tight knit community of families... I love Arroyo Vista Charter!
—Submitted by a parent


Posted January 30, 2012

We absolutely love this school Both of my daughters attend - my oldest is in 5th grade and my youngest is in 1st grade. We have been here since they started Kindergarten and have never had any issues with this school, the teachers, or the leadership at the school! It is located in a great & safe neighborhood. Every teacher we've had has been awesome! And both of our girls are doing very well!
—Submitted by a parent


Posted August 31, 2011

We've had such a positive experience for the past five years at AVCS. My child is enrolled in the dual immersion program and I am so impressed with the excellent academic environment. Teachers are friendly and professional and communicate frequently. Although the principal is strict, she has high standards, is a strong leader and holds regular informal meetings with parents so they can voice concerns. Heavy parental involvement and a strong sense of community at the school has made elementary school an enjoyable experience for our family.
—Submitted by a parent


Posted June 26, 2011

Wonderful school. I've had a daughter go through every grade and my ten year old is moving to 5th grade. Both have been very happy with all of their teachers as have we the parents. There is a great deal of parent involvement and some great events all through the year. The principle Mrs Roth is very strict BUT fair and keeps a tight ship. Highly recomended
—Submitted by a parent


Posted July 15, 2010

We just left this school due to a move. Academically they are a great school, lots of parent involvement is highly encouraged as well. However I was very concerned with the high teacher ratio. I noticed alot of favoritism from top leadership with teachers. My biggest concern is the lack of an effective school bully policy. They hung my son out amongst his peers for reporting being bullied. I dont understand what the teachers, noon duties are doing at recess because obviously they are not watching the children.When it is reported if that child doing the bulling is a well known child due to his parent working at the school either on staff or volunteer, they are allowed to get away with the unexcusable behavior. Academically the school is good, teachers are great. However I have seen great teachers let go because they were not a favorite with the principal.
—Submitted by a parent


Posted November 20, 2009

Originally I had good feelings about this school, The teachers are great, but the way they do things is not the greatest at educating. My 2 daughters attend this school, and both are intelligent, but the amount of homework they bring home is udderly ridiculous. My oldest hates school just because of the homework. Additionally, my daughter recently started having some problems with other girls picking on her. Needless to say, eventhough we informed the school, my daughter is hounded everyday and doesn't want to attend school anymore. She is so spun up by all that is going on she can't concentrate on her school work and often cries at home about how miserable she is. Kids can be very cruel, but the lack of involvement by the teacher and principal when this is pointed out....is not proactive enough. there are other issues but my space is limited
—Submitted by a parent


Posted September 1, 2009

This is a very nice school with alot of extra curricular activities. My only complaint is the parking. Everyday is a headache twice a day for working parents with younger children.
—Submitted by a parent


Posted March 11, 2009

I was very excited to now that there was a school so close to home that offered a full day kindergarten program. However, from the very begining I was unhappy. My son's teacher was moved form one grade level to another in a very 'short notice', therefore, the classroom was unprepared or unorganized for the children. Also, the system the school has during lunch time. The children must sit on the floor and wait until they walk them over to their play area. It is ridiculous! It doesn't stop there, but I'll stop!
—Submitted by a parent


Posted February 14, 2009

I have mixed feelings about Arroyo Vista Charter School and its leadership. On the one hand, I know that expectations for staff and student performance is above average. That's great! On the other hand, I know that many teachers leave after a short time at the school and that proves to be difficult for children. My own child has had 5 teachers leave in the middle of the school year! If it were only one or two, I would probably think it was just coincidence, but obviously the administration has difficulty maintaining staff. I know the staff works very hard because I see them there all hours of the night and every weekend. I have a four-year old that I am considering placing into another neighborhood school in order to avoid the same situation next year even though I love the parent involvement and the curriculum.
—Submitted by a parent


Posted December 1, 2007

Arroyo Vista is an excellent all-around school. I have 2 children that now attend Arroyo Vista and 1 daughter who attended for 7 years. My son is in kinder in the Immersion Program and my daughter is in 6th grade. I have not had one problem at this school. My husband and I are both teachers and feel extremely fortunate that our children are well taken care of and receive excellent instruction on a daily basis. There are several excellent teachers at this school. They are dedicated and hard working. The only concern is the teacher turn over at the sight. This situation has improved in the last 2 years so I am hopeful that they continue to retain wonderful teachers. As a teacher in an economically disadvantaged school I know on a first hand basis how lucky we are here at Arroyo Vista.
—Submitted by a parent


Posted August 24, 2007

This school is what it is - a valuable educational environment - because the teachers are dedicated, the parents are supportive, and the students are motivated. If one pays close enough attention, however, he or she will realize that the teacher turn-over rate is incredibly high at this school compared to other schools in the district, county and state. That is unusual for a school that is located in such a desirable neighborhood with a plethora of resources. Why is this? The leadership. It is sad, and will eventually affect the students and the community if allowed to continue. It is a shame that such a reputable district has allowed this to go on for so many years.


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

918

Change from
2012 to 2013

+13

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

5 / 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

918

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

+13

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)

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)

5 / 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.

137 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
81%

2011

 
 
80%

2010

 
 
66%
Math

The state average for Math was 65% in 2013.

137 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
90%

2011

 
 
83%

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 46% in 2013.

124 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
62%

2011

 
 
70%

2010

 
 
66%
Math

The state average for Math was 66% in 2013.

125 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
78%

2011

 
 
86%

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

The state average for English Language Arts was 65% in 2013.

124 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
81%

2011

 
 
90%

2010

 
 
80%
Math

The state average for Math was 72% in 2013.

124 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
89%

2011

 
 
85%

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.

137 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
77%

2011

 
 
77%

2010

 
 
84%
Math

The state average for Math was 65% in 2013.

138 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
78%

2011

 
 
84%

2010

 
 
82%
Science

The state average for Science was 57% in 2013.

138 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
81%

2011

 
 
83%

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

The state average for English Language Arts was 60% in 2013.

129 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
78%

2011

 
 
81%

2010

 
 
80%
Math

The state average for Math was 55% in 2013.

128 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
71%

2011

 
 
81%

2010

 
 
75%
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

Algebra I

The state average for Algebra I was 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 60% in 2013.

72 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
86%

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 52% in 2013.

72 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
75%

2011

 
 
n/a

2010

 
 
n/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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 50% in 2013.

67 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 57% in 2013.

67 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

69 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 67% in 2013.

66 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/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.

Source: California Department of Education

English Language Arts

All Students73%
Females76%
Males70%
African Americann/a
Asiann/a
Filipino92%
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged61%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability73%
English learner61%
Fluent-English proficient and English only78%
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 graduate71%
Parent education - declined to state68%

Math

All Students83%
Females89%
Males78%
African Americann/a
Asiann/a
Filipino92%
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged68%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability84%
English learner76%
Fluent-English proficient and English only86%
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 graduate100%
Parent education - graduate school/post graduate87%
Parent education - declined to state78%
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 Students67%
Females72%
Males64%
African Americann/a
Asiann/a
Filipino87%
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged50%
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability68%
English learner54%
Fluent-English proficient and English only71%
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 graduate75%
Parent education - graduate school/post graduate73%
Parent education - declined to state64%

Math

All Students90%
Females92%
Males89%
African Americann/a
Asiann/a
Filipino100%
Hispanic or Latino87%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged90%
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability90%
English learner81%
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 graduate100%
Parent education - graduate school/post graduate91%
Parent education - declined to state89%
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 Students91%
Females94%
Males89%
African Americann/a
Asiann/a
Filipino95%
Hispanic or Latino85%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)97%
Economically disadvantaged86%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability91%
English learner73%
Fluent-English proficient and English only96%
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)100%
Parent education - college graduate100%
Parent education - graduate school/post graduate88%
Parent education - declined to state85%

Math

All Students87%
Females89%
Males85%
African Americann/a
Asiann/a
Filipino100%
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged76%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability86%
English learner69%
Fluent-English proficient and English only92%
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)93%
Parent education - college graduate95%
Parent education - graduate school/post graduate92%
Parent education - declined to state78%
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 Students81%
Females78%
Males82%
African Americann/a
Asian100%
Filipino79%
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged55%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability83%
English learner48%
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)70%
Parent education - college graduate87%
Parent education - graduate school/post graduate85%
Parent education - declined to state77%

Math

All Students88%
Females85%
Males90%
African Americann/a
Asian100%
Filipino100%
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantaged77%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability89%
English learner70%
Fluent-English proficient and English only92%
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)70%
Parent education - college graduate95%
Parent education - graduate school/post graduate91%
Parent education - declined to state91%

Science

All Students87%
Females86%
Males86%
African Americann/a
Asian100%
Filipino79%
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged65%
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability88%
English learner63%
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talented97%
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 graduate85%
Parent education - graduate school/post graduate97%
Parent education - declined to state80%
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 Students83%
Females83%
Males81%
African Americann/a
Asiann/a
Filipino92%
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantaged71%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability85%
English learner25%
Fluent-English proficient and English only88%
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)75%
Parent education - college graduate95%
Parent education - graduate school/post graduate90%
Parent education - declined to state77%

Math

All Students83%
Females84%
Males81%
African Americann/a
Asiann/a
Filipino100%
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged63%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability85%
English learner50%
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)74%
Parent education - college graduate89%
Parent education - graduate school/post graduate90%
Parent education - declined to state80%
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

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
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)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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 graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students93%
Females91%
Males95%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino89%
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 disadvantaged95%
Students with disabilityn/a
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only94%
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)94%
Parent education - college graduate95%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students93%
Females91%
Males95%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino92%
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 disadvantaged94%
Students with disabilityn/a
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only96%
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)94%
Parent education - college graduate90%
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

Algebra I

All Students73%
Females66%
Males80%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged67%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented96%
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 graduate83%
Parent education - graduate school/post graduate73%
Parent education - declined to state57%

English Language Arts

All Students83%
Females85%
Males82%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged86%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only86%
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)88%
Parent education - college graduate94%
Parent education - graduate school/post graduate87%
Parent education - declined to state54%

General Mathematics (Grades 6 & 7 Standards)

All Studentsn/a
Femalesn/a
Malesn/a
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)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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 graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
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)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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 graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students76%
Females74%
Males80%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged63%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)82%
Parent education - college graduate89%
Parent education - graduate school/post graduate73%
Parent education - declined to state71%

Science

All Students82%
Females72%
Males91%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged79%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only84%
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)87%
Parent education - college graduate94%
Parent education - graduate school/post graduate87%
Parent education - declined to state54%
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
Hispanic 52%
White 25%
Asian 5%
Two or more races 4%
Black 3%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 16%N/AN/A
English language learners 18%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 11%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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Awards

Academic awards received in the past 3 years
  • California Distinguished School (2006)

Language learning

Bi-lingual or language immersion programs offered
  • Spanish
School leaders can update this information here.

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School basics

School start time
  • 8:40 am
School end time
  • 3:15 pm
Before school or after school care / program onsite
  • After school
  • Before school
School Leader's name
  • Patricia Roth
Special schedule
  • Year-round
Fax number
  • (619) 656-1858

Programs

Bi-lingual or language immersion programs offered

Don't understand these terms?
  • Spanish

Resources

Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
School leaders can update this information here.

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School culture

Parent involvement
  • Generation junction program: seniors are working as tutors to the children, enhancing by the wisdom, knowledge and life skills that the more mature generation has to offer and the lives of our older adults are made brighter. pta: the pta is an active positive force on campus classroom volunteers and tutors
School leaders can update this information here.

Apply

 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
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2491 School House Road
Chula Vista, CA 91915
Website: Click here
Phone: (619) 656-9676

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