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GreatSchools Rating

Eastlake Elementary School

Public | K-6 | 616 students

We are recognized as a California Distinguished School

 

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Last modified
Community Rating

5 stars

Community Rating by Year
2014:
Based on 4 ratings
2013:
Based on 7 ratings
2012:
Based on 11 ratings
2011:
No new ratings

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School Official Point of View

Posted February 25, 2012

Research indicates learning a second language increases brain growth and promotes healthy brain functions. In addition, our nation is increasingly diverse, and our planet has flattened as we move further into the 21st century. Effective communication and critical thinking skills are essential in this modern, technologically driven world. Imagine the power of possessing academic language proficiency, and the ability to effectively communicate, in two languages. The advantages of biliteracy and bilingualism in today s age are clear, and the power of its potential to create future opportunity is limitless. Next school year, Dual-Language Immersion Program enrollment will be OPEN to ALL 2012-2013 students in Kindergarten through Grade 2. The Dual-Language Immersion program will expand, yearly, into each subsequent grade-level as students continue to advance. EastLake Elementary currently offers a Dual-Language Immersion (DI) Program in Kindergarten and 1st grade. The goals of the Dual-Language Immersion Program are to promote English and Spanish biliteracy, bilingualism, and biculturalism through formal academic language instruction and academic language development. An informational meeting inviting all current Kinder and 1st grade families was held on February 1, 2012. Information regarding the benefits of foreign language instruction beyond elementary school years, with implications for middle/high school and college entry, was shared. In addition, a change to the Dual-Language Immersion Program s instructional model at EastLake was presented. Preliminary survey data acquired since the informational meeting indicates strong school-community interest to move forward with program adjustments to EastLake s Dual-Language Immersion Program. To view the February 1 presentation materials, please visit: http://www.cvesd.org/schools/Eastlake/pages/programs.aspx The new Dual-Language Immersion model maintains the original program goals of biliteracy, bilingualism, and biculturalism. For half the school day, students will learn English Language Arts and mathematics in English. The other half of the school day will be conducted studying Spanish Language Arts and science/social science, in Spanish, in a different classroom with another teacher. Equal exposure to two languages, ensuring 50% of the instructional minutes in each school day is devoted to either language (Spanish or English) is referred to as a 50/50 Dual-Language Immersion model or Two-Way Language Immersion. A program shift to the 50/50 Dual-Language Immersion model creates several program advantages for EastLake, including: Language balance. Students will develop English language arts and Spanish Language arts proficiency (reading, writing, speaking, and listening) through a 50/50 instructional model beginning in Kindergarten, and as students advance through grade 6. A true language-immersion experience with two language teachers in two separate classroom environments, at each grade-level, each with the primary purpose of developing literacy and academic language in English and Spanish. Students will rotate between languages and teachers. Allow newcomers to the Dual Immersion program. Previously acquired language instruction, in English or Spanish, will provide a language foundation to support simultaneous learning of two languages. Student-models of each language will promote language learning and enrich learning environments. Increased program participation and more students meeting program goals will allow for teacher teams and professional collaboration at each grade level.

38 reviews of this school


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Posted August 10, 2014

I would like to start off by saying!!! East lake Middle music program is wonderful! Mr. Acadamia is amazing!! He taught music to 2 of my children. WOW!!! My son had never picked up an instrument and in 90 days was a fluent in music. My son was moved to advanced band!!! He now can play several instruments. Mr. Acadamia is always encouraging him to try new instruments!!! I would like to say thank you!!! The school really does care!!! It has over 1800 students ,however if you need something they will listen! Your child is important to them!!!! Because they understand how important your child is to you!!!! I highly recommend this school!!!
—Submitted by a parent


Posted April 19, 2014

Eastlake staff is amazing, they work as a team to help the students in all aspects , I like the way they are reinforcing not only the academics but art and most important discipline in always a positive environment. I would like to see an after school math program to support the students with math homework. Proud to be an Eagle mom! PS. They always make volunteers feel important and welcome, and that give us the opportunity as a parents to see whats going on.
—Submitted by a parent


Posted April 17, 2014

The school have improve en the las 3 year in technology they have porches iPad end more computers for the class rooms
—Submitted by a teacher


Posted April 17, 2014

This school is awesome! I have a second grader there. It was her first year in a public school and she is very happy. Her teachers are caring and nurturing. They have helped her grow in all areas, but specially in her mastering of the Spanish language, as she is in the dual immersion program. They have plenty of fun extra-curricular activities. I am thankful for the principal, staff and teachers. They have all been great!
—Submitted by a parent


Posted November 7, 2013

My name is Mrs. Rosales and I wanted to start the Eastlake Glee Club at this school, because I noticed Dr. Banatao has provided so many wonderful programs for these kids that were not available a few yrs ago, and I wanted to help when he asked about music. Four yrs. ago we moved from Hawaii and at that time there was no football, soccer, cheer, basketball, chess, art, cooking class and today there s even more. My daughter and nephew also attend this school and I they are happy to go every day. When I say happy.... my daughter shortens my morning coffee so she can be "The Safety Patrol Supervisor" at 7:30 am every morning. She loves math, her 6th grade teacher Mr. Nieves, and now she tells me she wants to be a mathematician. I can't complain she's an A+ Student and this tells me the school is doing it right. What else could a parent ask for, good grades and tons fun programs for children. I can t complain. Well this is our last yr here and I say: Thank you to the principal for adding, offering so much, these last few yrs and making our kids excited about our school everyday. Go Eagles!!
—Submitted by a parent


Posted October 8, 2013

My child started attending Eastlake Elementary three years ago. Since then, I have witnessed countless positive aspects of this school. The API score has increased, there are numerous activities that are available to students, and my child absolutely loves the teachers. Eastlake is a welcoming, family friendly environment and I am glad we decided to enroll our child at this school!
—Submitted by a parent


Posted October 7, 2013

We moved here from Florida when my child was about to enter first grade. She is now in fourth grade and we are so pleased with Eastlake Elementary School. While education of course is a priority it is also a fun loving and friendly environment. The principal is terrific in that he has established numerous after school programs and athletic teams that were virtually non-existent prior to his reign. Unique programs such as Animation, Robotics, and Chess make it a stand out school for kids who want more than just reading, writing, and arithmetic. In addition, the school also has a strong dual language program for kids to learn in both English and Spanish speaking classrooms to foster a bilingual education.
—Submitted by a parent


Posted October 2, 2013

We been in this school for 3 years, my son is a fifth grader,all the teachers he had are great,also the group of speech ,OT,and aditional support for my son in academics is great. The PTA really work with the always enthusiastic Principal also teachers. Activities and after school program like piano lessons,Robotics,IDraw,just to mention some of them are awesome . Congrats!
—Submitted by a parent


Posted October 2, 2013

My school is ... a place where kids are motivated.. Eastlake has many after school activities that our kids have hard time choosing. From Sports to Music..... Happy and Active Kids EastLake Elementary is the place to be!
—Submitted by a parent


Posted September 25, 2013

This school only gets better and better each year!!!! My kids have really benefited from going here and I am so happy with this school.
—Submitted by a parent


Posted August 26, 2013

The school is AMAZING!!!!! DR.BANATAO MRS PALMA MRS PEREZ MRS COPELAND MRS BAEZA MR MARCUS MRS DURAN-HODGES ALL staff from the administration to support staff librarian,cafeteria to IT dept to janitorial to parent volunteers. Everyone there is SO NICE and AMAZING! CALIFORNIA DISTINGUISHED SCHOOL I BELIEVE IT ! My son scored advanced in overall state test. That is a testimony of the school. There are so many afterschool activities other schools don't have. The assemblies are amazing and full of Eagle Spirit. I recommend Eastlake Elementary school for the few schools in chula vista with dual immersion. My daughter is an excellent example reciting the pledge of allegiance entirely in Espanol! So impressed! I would give 10 stars
—Submitted by a parent


Posted May 30, 2012

We recently moved from a different school district in which my child was attending a woderful charter school. I could tell the difference since the first day I visited the school we were assigned to due to overcrowding of the school near our home. The experience has been very dissapointing for my child since the begining. My child was assigned to a combo class and to a mediocre teacher who sits all day in the computer and has never thaught a lecture. She has assigned her class the same homework over and over again. In a one month period she has been absent at least six times. She forgot to pass out permission slips for the end of the year field trip and none of her students got to go, so she got her class a substitute so she could go with the other classes. So unprofessional, it is a waste of salary!!
—Submitted by a parent


Posted March 11, 2012

My name is Holly Palma and I am a teacher at Eastlake Elementary. And although I think Dr. would be the first to say this process of trying to improve our budding bilingual program has not been perfect, I cannot as a member of the Eastlake Community allow these inaccurate words of the previous two postings demeaning both our Principal and our attempts to slightly change our Dual Immersion program to go unaddressed. Dr. Bantao held many varied community meetings to encourage parent input about the realities of trying to teach our youngest learners a new language. Every great leader knows "you cannot please all the people all the time," but at this point Eastlake already has already doubled its student population in our 2nd grade 50-50 Dual Immersion program, doubled the number of students in our 1st grade 50-50 Dual Immersion program, and currently has 27 new kindergarten students enrolled in this vital DI program for next year. Anyone that knows me knows I have a special appreciation for all our students at Eastlake, and the fact that even more of my own students will get the priceless gift of a bilingual education is both professionally and personally worth defending.
—Submitted by a teacher


Posted February 15, 2012

All of my children have attended this school for almost 2 decades; in general I was very satisfied, until this year! The current school Principal lacks all integrity and leadership skills! He s not easily approachable & rarely makes himself available for those who oppose what is on his agenda. He uses deceitful strategies & intimidation tactics while attempting to impose new programs that serve him and not our children. He s currently persuading resident parents to submit zone transfers to other schools that offer the program that we initially signed our kids up for here at our HOME SCHOOL. The 90/10 Spanish DI Program is in such high demand that all the surrounding schools that offer this program are impacted with no zone transfers available! Please support our children whether your child is in this program or not! Today my child s program is being dismantled; tomorrow it might be yours. Do not allow this kind of unjust deceit & dishonor to unfold at Eastlake Elementary! We need to stand as a community for what is right on behalf of our children! PLEASE Support the proper implementation of the 90/10 Dual Spanish Immersion Program & all the children currently enrolled in it!
—Submitted by a parent


Posted February 15, 2012

Do not allow the current Principal to drop the standards of education at our HOME SCHOOL! Due to the high success rates & OVERWHELMING DEMAND of the 90/10 Spanish Dual Immersion program all of the surrounding schools are fully impacted with no room available for those parents who wish to have their children continue with the 90/10 DI Program! The abrupt change to the 50/50 Model will not benefit our children s education in the long run! Do not take my word for it, Do the research! This sudden drop of standards in education by our school Principal is not only poor leadership in regards to our children s education but also impacts the school as a whole in a very negative way!!!
—Submitted by a parent


Posted February 15, 2012

Mrs Perez is an amazing teacher who loves to teach. I thank her for her dedication to our dual immersion program. The new principal has shown poor leadership, by not approaching the change in a civil manner. I as a parent would like to be shown facts of the 50|50 program, how it is better or equal to 90/10.. Instead it's a big "secret" parents want to know how the change is going to affect our kids. This can all be resolved with a meeting just for the parents who are currently in the dual immersion program just a suggestion!
—Submitted by a parent


Posted February 7, 2012

This is a great school. My granddaughter is in the Kindergarten Spanish Immersion program. I am impressed with the teacher. She has 22 squirming students trying to learn Spanish, which is quite a challenge. It would be difficult just to teach a regular kindergarten, let alone a bi-lingual class. Kudos to her and to the school for a fine program. I think next year's program will be even better because the student will get more English & Spanish instruction.


Posted February 7, 2012

This is an excellent school. The Principal and teachers are very caring and hard working. My daughter is in the immersion program and has made great progress. She looks forward to going to school every day. I rate this school as excellent, 5 stars.
—Submitted by a parent


Posted February 7, 2012

This is a great school.The Principal and Teachers are really good and very hard working.My son is in the immersion program and has made excellent progress.5 STARS We are Happy and ok with the 50-50 immersion program
—Submitted by a parent


Posted February 7, 2012

Our son is in Sra. Santo's dual immersion kinder class and we couldn't be happier. She loves her kids and teaching. Our son always ends the day with a smile and can't wait to return the next day. We believe that next year will be even better. Incorporating the 50/50 program is an excellant idea. The kids will thrive by mastering both English and Spanish. Dr. Banatao is doing a great job in adding up to date equipment and thinking of the kids futures.
—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

872

Change from
2012 to 2013

+27

API Statewide Rank
(2012)

7 / 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

872

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

+27

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)

7 / 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.

97 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
80%

2011

 
 
79%

2010

 
 
66%
Math

The state average for Math was 65% in 2013.

97 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
84%

2011

 
 
90%

2010

 
 
76%
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.

64 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
72%

2011

 
 
51%

2010

 
 
35%
Math

The state average for Math was 66% in 2013.

67 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
85%

2011

 
 
71%

2010

 
 
68%
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.

78 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
72%

2011

 
 
71%

2010

 
 
69%
Math

The state average for Math was 72% in 2013.

78 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
62%

2011

 
 
70%

2010

 
 
60%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

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

108 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
70%

2011

 
 
62%

2010

 
 
73%
Math

The state average for Math was 65% in 2013.

108 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
63%

2011

 
 
60%

2010

 
 
69%
Science

The state average for Science was 57% in 2013.

108 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
68%

2011

 
 
64%

2010

 
 
73%
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.

74 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
63%

2011

 
 
71%

2010

 
 
56%
Math

The state average for Math was 55% in 2013.

73 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
47%

2011

 
 
59%

2010

 
 
55%
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 Students69%
Females72%
Males66%
African American67%
Asiann/a
Filipino92%
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged59%
Not economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability70%
English learner59%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate75%
Parent education - some college (includes AA degree)67%
Parent education - college graduate69%
Parent education - graduate school/post graduaten/a
Parent education - declined to state63%

Math

All Students73%
Females70%
Males76%
African American67%
Asiann/a
Filipino83%
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged59%
Not economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability72%
English learner71%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate75%
Parent education - some college (includes AA degree)70%
Parent education - college graduate69%
Parent education - graduate school/post graduaten/a
Parent education - declined to state79%
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 Students57%
Females63%
Males46%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)55%
Economically disadvantaged27%
Not economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability57%
English learner53%
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talented74%
Parent education - not a high school graduaten/a
Parent education - high school graduate67%
Parent education - some college (includes AA degree)27%
Parent education - college graduate71%
Parent education - graduate school/post graduaten/a
Parent education - declined to state52%

Math

All Students78%
Females82%
Males71%
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)82%
Economically disadvantaged58%
Not economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability82%
English learner72%
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate83%
Parent education - some college (includes AA degree)91%
Parent education - college graduate87%
Parent education - graduate school/post graduaten/a
Parent education - declined to state63%
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 Students76%
Females94%
Males62%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantaged74%
Not economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability76%
English learner64%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate53%
Parent education - some college (includes AA degree)71%
Parent education - college graduate74%
Parent education - graduate school/post graduaten/a
Parent education - declined to state95%

Math

All Students86%
Females94%
Males80%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino84%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantaged81%
Not economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability85%
English learner71%
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate73%
Parent education - some college (includes AA degree)79%
Parent education - college graduate84%
Parent education - graduate school/post graduaten/a
Parent education - declined to state100%
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 Students66%
Females79%
Males50%
African Americann/a
Asiann/a
Filipino92%
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged50%
Not economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability66%
English learner36%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduate47%
Parent education - some college (includes AA degree)79%
Parent education - college graduate65%
Parent education - graduate school/post graduaten/a
Parent education - declined to state66%

Math

All Students66%
Females74%
Males58%
African Americann/a
Asiann/a
Filipino92%
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged38%
Not economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability67%
English learner36%
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduaten/a
Parent education - high school graduate58%
Parent education - some college (includes AA degree)75%
Parent education - college graduate70%
Parent education - graduate school/post graduaten/a
Parent education - declined to state62%

Science

All Students65%
Females74%
Males54%
African Americann/a
Asiann/a
Filipino92%
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged50%
Not economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability65%
English learner32%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduaten/a
Parent education - high school graduate42%
Parent education - some college (includes AA degree)79%
Parent education - college graduate65%
Parent education - graduate school/post graduaten/a
Parent education - declined to state66%
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 Students69%
Females79%
Males60%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged59%
Not economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability70%
English learner0%
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)67%
Parent education - college graduate81%
Parent education - graduate school/post graduaten/a
Parent education - declined to state53%

Math

All Students73%
Females79%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged68%
Not economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability73%
English learner23%
Fluent-English proficient and English only83%
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)60%
Parent education - college graduate81%
Parent education - graduate school/post graduaten/a
Parent education - declined to state69%
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 65%
White 14%
Black 6%
Asian 3%
Two or more races 2%
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 35%N/AN/A
English language learners 24%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 16%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

Special staff resources available to students Art teacher(s)
ELL/ESL Coordinator
Instructional aide(s)/coach(es)
Librarian/media specialist(s)
School psychologist
Speech and language therapist(s)
Foreign languages spoken by school staff Spanish
Tagalog
Read more about programs at this school
Source: Provided by a school official.

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Awards

Academic awards received in the past 3 years
  • A California Distinguished School (2012)

Special education / special needs

Level of special education programming offered
  • Moderate - the school consistently offers a full program for particular special education needs
Specialized programs for specific types of special education students
  • Hearing impairments
  • Multiple disabilities
  • Other health impairments
  • Speech and language impairments
Staff resources available to students
  • Speech and language therapist(s)

Science, Technology, Engineering, & Math (STEM)

Specific academic themes or areas of focus
  • Science
  • Technology
School facilities
  • Computer lab
Clubs
  • Recycling club
  • Robotics club
  • Technology club

Arts & music

Staff resources available to students
  • Art teacher(s)
Visual arts
  • Drawing / sketching
  • Painting
Music
  • Choir / Chorus
Performing and written arts
  • Drama
Media arts
  • Video / Film production
Clubs
  • Arts and crafts
  • Yearbook

Language learning

Specific academic themes or areas of focus
  • Foreign languages
Bi-lingual or language immersion programs offered
  • Spanish
Foreign languages taught
  • Spanish
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Staff resources available to students
  • ELL/ESL Coordinator
  • Speech and language therapist(s)
Foreign languages spoken by staff
  • Spanish
  • Tagalog

Health & athletics

Staff resources available to students
  • Instructional aide(s)/coach(es)
  • School psychologist
School facilities
  • Access to sports fields
  • Multi-purpose room ("cafegymatorium")
Clubs
  • Girls on the run

Gifted & talented

Instructional and/or curriculum models used
  • Gifted / high performing
Extra learning resources offered
  • Acceleration
School leaders can update this information here.

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School basics

School start time
  • 8:15 am
School end time
  • 2:45 pm
Before school or after school care / program onsite
  • Before school: starts at 6:00 a.m.
  • After school: ends at 6:00 p.m.
School Leader's name
  • Eric Banatao
Best ways for parents to contact the school
  • Email
Gender
  • Coed
Special schedule
  • Year-round
Is there an application process?
  • No
Fax number
  • (619) 421-4516

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Core knowledge
  • Gifted / high performing
  • Independent Study
  • Standards-based
Specific academic themes or areas of focus

Don't understand these terms?
  • Foreign languages
  • Science
  • Technology
Bi-lingual or language immersion programs offered

Don't understand these terms?
  • Spanish
Level of special education programming offered
  • Moderate - the school consistently offers a full program for particular special education needs
Specialized programs for specific types of special education students
  • Hearing impairments
  • Multiple disabilities
  • Other health impairments
  • Speech and language impairments
Foreign languages taught
  • Spanish
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students

Resources

Staff resources available to students
  • Art teacher(s)
  • ELL/ESL Coordinator
  • Instructional aide(s)/coach(es)
  • Librarian/media specialist(s)
  • School psychologist
  • Speech and language therapist(s)
Foreign languages spoken by staff
  • Spanish
  • Tagalog
Extra learning resources offered
  • Acceleration
  • Remediation
  • Title I Targeted Assistance program (TAS)
  • Tutoring
Transportation options
  • Buses for Overflow Students
School facilities
  • Access to sports fields
  • Auditorium
  • Cafeteria
  • Computer lab
  • Internet access
  • Learning lab
  • Library
  • Multi-purpose room ("cafegymatorium")
  • Parent center
  • Playground
Partnerships with local resources and organizations
School leaders can update this information here.

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by verifying community responses, adding program highlights
and more! Get started »

Sports

Boys sports
  • Basketball
  • Flag football
  • Kickball
  • Lacrosse
  • Soccer
Girls sports
  • Basketball
  • Cheerleading
  • Field hockey
  • Lacrosse
  • Soccer

Arts & music

Visual arts
  • Drawing / sketching
  • Painting
Music
  • Choir / Chorus
Performing arts
  • Drama
Media arts
  • Video / Film production

Student clubs

Clubs (distinct from courses)
  • Arts and crafts
  • Chess club
  • Girl scouts
  • Girls on the run
  • Recycling club
  • Robotics club
  • Safety Patrol
  • Student council/government
  • Technology club
  • Yearbook
School leaders can update this information here.

Upcoming Events

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School culture

Dress Code
  • Dress code
Bullying policy
  • This school has a bullying and/or cyber bullying policy in place.
Parent involvement
  • Attend parent nights
  • Chaperone school trips
  • Coach sports teams or extracurricular activities
  • Join PTO/PTA
  • Monitor the playground
  • Organize cultural events
  • Serve on school improvement team or governance council
  • Volunteer in the classroom
More from this school
  • We have a strong and active PTA, and we believe in parent participation to enhance the school community and to promote student learning. We welcome classroom volunteerism. If you'd like to help, contact your student's teacher and schedule a time to visit. Remember to have a confirmed, pre-arranged appointment and a photo ID upon arrival/check-in at the main office.
School leaders can update this information here.

Visit

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Take along one of
our checklists:
Elementary school
Middle school


 

How to apply

Does this school have an application or enrollment process?
 

No

Planning Ahead

Students typically attend these schools after graduating
EastLake Middle School (SUHSD)
Bonita Vista Middle School (SUHSD)
Arroyo Vista Charter Middle School (CVESD)
Notice an inaccuracy? Let us know!

1955 Hillside Drive
Chula Vista, CA 91913
Website: Click here
Phone: (619) 421-4798

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