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Teacher quality
Principal leadership
Parent involvement
I have my daugther in Kindergarden at CVLCC I truly believe that is a great school. What makes a great school? well great principle, office staff, and amazing teachers. I love the fact that the school is dual immersion (English/Spanish) and I like the fact that they are multicultural. Like almost everything else there can be room for improvement like more online accessibility to students homework, assignments, etc.
—Submitted by a parent
They have a high school already and we are first generation. I absolutely adore the school, the staff, and the students. Best school ever!!
THE SCHOOL IS GREAT BUT THE RULES CHANGE EVERYDAY!! I have a niece that is trying to get into this school and was not accepted y because it was a RAFFLE and she was not picked , So todfay i find out that there is a new student and is the friend of the PRINCIPLES Niece!! That is sooo not right!!! he need to be fair and make that student wait till next year to start or what about RAFFLING HER NAME!!!!
—Submitted by a parent
I actually graduated from CVLCC in 2003 and I can only say great things about this school. I had such a wonderful experience and I owe all of my achievements to the wonderful programs that were offered while I was there. I have known the principal all of my life and there is no doubt in my mind that he works day and night to see his students succeed in all they do. I am now a college Sophomore in Los Angeles, CA and I am succeeding both as a student and professional. CVLCC is a wonderful school that I would love for my future children to attend.
It has the friendliest and nicest staff I ever met. You can tell the difference as soon as you come in. You really feel welcomed. CVLCC is a also a high performing school and embraces biliteracy.
—Submitted by a teacher
I am a parent of a kinder student. CVLCC is an incredible school! The principal is visionary and has created a learning community that consistently challenges and inspires students. The teachers are dedicated to providing the best learning environment for the students. It is great to see the family members and community so supportive of and involved in the learning process.
—Submitted by a parent
I am a parent of a 1st grade student at CVLCC. I truly believe this school is the right fit for my daughter. The math and social studies curriculum is very strong. I love that the school has a Micro- Society! I love listening to my daughter speak about what she believes the work force to be. Parent involvement is a requirement and my daughter loves seeing me take part in her education. The principal takes pride in his school community. I am very pleased with CVLCC!
—Submitted by a parent
i've been in this school since kinder. And i have never had a complain about it. They have made a middle school which what i am attending now.it is not like a regular middle school.the teachers keep you on top and the school has given us laptops to the 7th graders for are homework and are studies.all i know is i want there to be a cvlcc high school.
—Submitted by a student
After being pressure by sister, who is a 1st grade teacher, to enrolled by daughter at CVLCC. I was not sure if it would be the correct school for my daughter. I truly believe the correct decision was made. CVLCC is a great school. From the staff to the parents and of course the students. Besides the sense of community felt at CVLCC, academically the school ranks one of the tops in the district. I am very proud to say my daughter attends CVLCC
—Submitted by a parent
My daughther is going in to third grade next year, she has been in CVLCC since kindergarten and we are more than happy and proud of saying that she is an excellent student all thanks to CVLCC. we are so very proud of our school.
—Submitted by a parent
I'm probably being a little bit bias, but I truly believe that C.V.L.C.C. Is one of the best schools is San Diego. Their bilingual immersion program is very impressive. I know that parents that only speak english are proud to see their sons and daughters speak fluent Spanish by the time these students reach 5th or sixth grade. Another especial program that this wonderful school offer is their micro-society program, it teaches students as young as kindergarden to deal with real world decisions and activities. I'm also proud of their excellent body of teachers and school staff. It really doeas take a total goup effort but it really is worth it.
—Submitted by a parent
My sons (twins) attend CVLCC; we have nothing, only good things to say about our school. All teachers and all the staff are excellent. The principal is an extraordinary man with great ideas for the community, staff and his students. The parents are treated with respect and strongly participation with their children, and become more involved in the school. The teachers have very high credentials and are all bilingual! I am great fool with the principal, teachers and all the staff of CVLCC.
—Submitted by a parent
My two children attend CVLCC and we have nothing but good things to say about our little school. The teachers and staff are just the most caring people; you feel the warmth of the environment as soon as you enter the premises. The principal is a visionary man with nothing but great ideas for the community and what is most important: what he does for the children. One of the aspects that I admire the most about him is the empowerment he gives to children to make a difference in the world There is very strong parent participation at CVLCC, ideal for all of those parents who like my self, feel they need to be a part of their child s education. I only wish we had an extension to Middle school. 1st & 4th Grade Parent
—Submitted by a parent
Our daughter entered kindergarten this year at CVLCC. We have been ecstatic about her progress so far in language arts. She is already reading both in English and Spanish. Lots of parent participation is required but is great for the children. We love the focus on the world and dual language acquisition. There are plenty of opportunities for child leadership and interaction with other childen of other grade levels through Micro Society.
—Submitted by a parent
Excelent school. CVLCC not only teaches our children academically but they also teach them the core values of life. All teachers and all the staff at CVLCC are excelent. They have resources to help them achive their goals and they involve parents 100% they make us aware of what is going on with our children and what we need to do in order to help them, we are always too bussy in our daily activities but all the teachers make that extra effort to talk to us and give us any feedback. Keep up the great work you are doing CVLCC. Linda Palomino
—Submitted by Linda Palomino, a parent
The school has a very involved and passionate staff. The curriculum is split equally between spanish and english. The students participate in many extra curricular activities and my son has enjoyed the school. There is a community service requirement. Under the existing Charter, the School can overrule the district on decisions regarding curriculum and academic standards. We have been happy with the school after 1 year.
—Submitted by C V, a parent
My son has been at this school since kindergarten and has loved every moment of it. He is now in the 4th grade and doing wonderful. The teachers here are both creative and energetic in teaching our children. The parents are treated with respect and strongly encouraged to participate with their children and become more involved in the school. He has been given the space and tools needed to excel at his levels and pushed to do so in his own way. Giving my son the opportunity to learn another language is the best gift any parent can give. My second child was very excited and couldn't wait to begin Kindergarten at CVLCC and now his journey will also begin. CVLCC rocks!
—Submitted by rachel morineau, a former student
CVLCC has given my child the opportunity to grow and learn at his level. The staff is very involved and creative in their teaching techniques. My son loves it there.
—Submitted by a parent
I have pulled my children out of this school. Many of my friends have also. We realized that in 4th & 5th grade, the students were far behind in their English academics which is required in middle school.
—Submitted by a parent
I been a volunter since my older daughter Monica started Kindergarten in 1998, now she is in 5th grade. I have Alejandro in 3rd grade, Erik in 2nd grade and Cristina in Kindergarten. They have very committed teachers and high expectations. The school focus is reading comprehension and math. They have thematic curriculum and the school teaches the same reading, writing and math strategies from kinder thru 6th grade. They have a 50/50 dual immersion program (English-Spanish) and the MicroSociety program from K-6th. One thing that I like about the school is that because of MicroSociety, all the children knows each others name and their brothers and sisters. They also have Music, Fine Arts, P.E. and Technology. My children love the school and their teachers. They are very happy and grateful to be part of this school.
—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.
90 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
90 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.
87 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
86 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.
90 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
90 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.
91 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
92 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
92 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 59% in 2012.
88 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
89 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 Algebra I was 86% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
78 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
77 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 | 63% |
| Females | 62% |
| Males | 66% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 64% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | 50% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 56% |
| All Students | 75% |
| Females | 73% |
| Males | 76% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | 66% |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 70% |
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 | 54% |
| Females | 54% |
| Males | 54% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 55% |
| English learner | 42% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 39% |
| All Students | 88% |
| Females | 87% |
| Males | 90% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 88% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 85% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | 80% |
| Fluent-English proficient and English only | 100% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 85% |
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 | 81% |
| Females | 89% |
| Males | 74% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | 75% |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 91% |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | 79% |
| All Students | 85% |
| Females | 86% |
| Males | 85% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | 84% |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 82% |
| Parent education - some college (includes AA degree) | 93% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | 86% |
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 | 75% |
| Females | 74% |
| Males | 75% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | 70% |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | 67% |
| All Students | 81% |
| Females | 85% |
| Males | 77% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | 81% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | 70% |
| All Students | 52% |
| Females | 46% |
| Males | 59% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 68% |
| Students with disability | n/a |
| Students with no reported disability | 55% |
| English learner | 45% |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 69% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 50% |
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 | 76% |
| Females | 80% |
| Males | 72% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | 67% |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 67% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 82% |
| All Students | 88% |
| Females | 88% |
| Males | 88% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 87% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 100% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | 84% |
| Fluent-English proficient and English only | 92% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 87% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 87% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 91% |
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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 78% |
| Males | 73% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | 30% |
| Fluent-English proficient and English only | 95% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 77% |
| All Students | 79% |
| Females | 73% |
| Males | 86% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 78% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | 45% |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 76% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 81% |
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
Grade 6
Grade 7
Grade 8
All students
Female
Male
All students
Hispanic or Latino
All students
Economically disadvantaged
Non-economically disadvantaged
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
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 95% | 49% | ||
| Multiple or No Response | 2% | 3% | ||
| African American | 1% | 7% | ||
| White | 1% | 28% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Asian | 0% | 8% | ||
| Filipino | 0% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 57% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 46% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 100% | 85% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 6 | N/A | 11 |
| Average years teaching | 8 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| School Leader's name |
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| Special schedule |
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| Fax number |
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590 K Street
Chula Vista,
CA 91911
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Phone: (619) 426-2885
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