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GreatSchools Rating

Eastlake Elementary School

Public | K-6 | 616 students

We are recognized as a California Distinguished School
Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 1 rating
2012:
Based on 13 ratings
2011:
No new ratings
2010:
Based on 3 ratings

Teacher quality

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Parent involvement

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The Principal's point of view

Avatar

Dr. Eric Banatao, 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.

31 reviews of this school


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Posted February 3, 2013

My second grader had been attending Wolf Canyon Elementary for K and 1st. I changed her to Eastlake for the DI program and so that my Kinder daughter could start from the beginning in DI. I cannot say enough wonderful things about this school. My second grader is no longer stressed out about school like she was at WC. Both my girls love their teachers and the principal. The principal at this school is wonderful, the teaching staff is great. I am so happy I zone transferred my children to this school. My girls love all the after school activities that are provided by parent volunteers. It is a wonderful community and school to be apart of. I am so thankful my children have the opportunity to go to this school.
—Submitted by a parent


Posted October 28, 2012

Well my son been here for 2 years and we are so blessing and happy to be part of this wonderful school,the principal really involves with the students,teachers,parents and he really do everything to make any improve to the school.The PTA always working very hard ,the teachers and the special education staff are the best!!!!
—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 13, 2012

Eastlake Elementary is more that the dual immersion. I had been at this great school for 6 years. Through this years I had have only great dedicated teachers and principals for my son and daughter. I am very involve parent at school so I know the advances new programs as they they occur. I do believe on planning therefore if our principal only see people by agenda is because he has a plethora of things to do for his students.
—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


Posted February 4, 2012

I am a parent, and believe our school is successful on various levels. My child will be going into sixth grade soon. Since our time at this school, we have seen several changes, to include our third principal. I feel each principal offered and provided good visions for the future of our school and students. It is extremely important that parents get involved at any level, in the classroom, or as a volunteer. Our current leadership is very receptive to parent involvement and also helps to foster community involvement. To date I am satisfied with the teachers my child has had and the education she has received. I have had my favorites along the way and have felt that if I ever needed to address a concern, the teachers and principal were receptive. This is our home school. If you are a parent that makes time and is involved in the future of your child as well as others, you will be pleased with this school.
—Submitted by a parent


Posted February 4, 2012

I am continually pleased with this school and how administration listens and acts on concerns brought to them by parents. Parents who are able to take the time to help out and volunteer DO! The school encourages parents to be involved when they are able. I love the fact that I know several parents who are able and take hours and even days out to spend in the classrooms to be there with their children. (I always look for a school that is comfortable and confident to have parent eyes on them all the time...after all, we as parents are the biggest critics when it comes to the care and education of our children). We do have a new principal this year who has proven to be involved and proactive to continually make a great school keep its high standards and RAISE them. Things change and sometimes it isn't for the better but we must change to be better and its not always easy or comfortable. I believe the changes being made are well planned, well researched, and for the right reasons. Being a great school is awesome. Staying at great is great. Pushing for excellence is a quality I prefer to have in the leadership of my child's school and I feel we now have that.
—Submitted by a parent


Posted June 16, 2010

My son went to Eastlake for two weeks in 3rd grade due to overflow from his zoned school. When we were told we could move to our neighbood school (Hedencamp), I did so and regretted it the whole year. IF I could of returned to Eastlake I would of. The principal and teacher were outstanding. My son loved his teacher, who was one of the best he has ever had.
—Submitted by a parent


Posted March 30, 2010

My daughter is a 1st. grader, she loves this school. Thank you Principal, staff and Mrs. Smith for make Eastlake Elementary such wonderful school. I feel welcome all the time. the staff is very nice and helpful people, Principal is always there any time with out appointment creating an amazing place, for kids to learn. also PTA parents are very nice sponsoring all this great events for our community . thank you all
—Submitted by a parent


Posted March 27, 2010

My daughter is a 4th grader here and she absolutely loves this school. Thank you, Ms.Hall for creating such wonderful atmosphere for kids to learn and have fun doing it. You are by far the best teacher my daughter ever had.
—Submitted by a parent


Posted November 16, 2009

I enrolled my daughter this school year for 2nd grade. I cannot believe how great this school is. I mean, wow. Her teacher, and the sub (teacher is on maternity leave) are excellent. They truly appear to love their job. I can say from my personal experience, that this school is a 5 for us! The whole atmosphere is different from when my daughter attended Rohr Elementary. Even the kids here at Eastlake seem 'different' (happy, well mannered, etc.) Have to give credit to the parents of these kids, and the staff at this school!
—Submitted by a parent


Posted September 12, 2008

Awesome teachers and friendly administrator! Great school!:)
—Submitted by a parent


Posted June 30, 2007

This is was my first year here and I could not have asked for a better school. As a parent I was afraid of how my kids (1st Grader and 6th Grader) would feel at a new school with new teachers and new friends, however, the involvemnet of teachers and the principal not only helped my children adjust, it helped me as a parent. To see the principal out there not only in the morning greeting students and parents, but also in the afternoon, helping direct the traffic to keep our children safe, show so much dedication to our children.
—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 2012.

This school's
API score

845

Change from
2011 to 2012

+3

API Statewide Rank
(2011)

7 / 10

API Similar Schools Rank (2011)

6 / 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 did not meet all student subgroup API targets for 2012

This school's
API score

845

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
2011 to 2012

+3

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

7 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

6 / 10

API Similar Schools Rank (2011)
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 58% in 2012.

71 students were tested at this school in 2012.

2012

 
 
80%

2011

 
 
79%

2010

 
 
66%

2009

 
 
48%
Math

The state average for Math was 64% in 2012.

69 students were tested at this school in 2012.

2012

 
 
84%

2011

 
 
90%

2010

 
 
76%

2009

 
 
62%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 48% in 2012.

66 students were tested at this school in 2012.

2012

 
 
72%

2011

 
 
51%

2010

 
 
35%

2009

 
 
50%
Math

The state average for Math was 69% in 2012.

66 students were tested at this school in 2012.

2012

 
 
85%

2011

 
 
71%

2010

 
 
68%

2009

 
 
64%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 67% in 2012.

95 students were tested at this school in 2012.

2012

 
 
72%

2011

 
 
71%

2010

 
 
69%

2009

 
 
70%
Math

The state average for Math was 71% in 2012.

95 students were tested at this school in 2012.

2012

 
 
62%

2011

 
 
70%

2010

 
 
60%

2009

 
 
68%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 63% in 2012.

95 students were tested at this school in 2012.

2012

 
 
70%

2011

 
 
62%

2010

 
 
73%

2009

 
 
64%
Math

The state average for Math was 65% in 2012.

96 students were tested at this school in 2012.

2012

 
 
63%

2011

 
 
60%

2010

 
 
69%

2009

 
 
69%
Science

The state average for Science was 60% in 2012.

104 students were tested at this school in 2012.

2012

 
 
68%

2011

 
 
64%

2010

 
 
73%

2009

 
 
68%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 59% in 2012.

109 students were tested at this school in 2012.

2012

 
 
63%

2011

 
 
71%

2010

 
 
56%

2009

 
 
53%
Math

The state average for Math was 55% in 2012.

110 students were tested at this school in 2012.

2012

 
 
47%

2011

 
 
59%

2010

 
 
55%

2009

 
 
49%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students80%
Females81%
Males78%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino72%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged63%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability83%
English learner71%
Fluent-English proficient and English only83%
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)86%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state76%

Math

All Students84%
Females86%
Males81%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged81%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability87%
English learner86%
Fluent-English proficient and English only83%
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)93%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state76%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students72%
Females78%
Males68%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged67%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability73%
English learner61%
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduaten/a
Parent education - high school graduate58%
Parent education - some college (includes AA degree)50%
Parent education - college graduate87%
Parent education - graduate school/post graduaten/a
Parent education - declined to state88%

Math

All Students85%
Females97%
Males74%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged89%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability86%
English learner83%
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduate58%
Parent education - some college (includes AA degree)79%
Parent education - college graduate93%
Parent education - graduate school/post graduaten/a
Parent education - declined to state100%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students72%
Females83%
Males61%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino66%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged67%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability73%
English learner57%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduate60%
Parent education - some college (includes AA degree)81%
Parent education - college graduate78%
Parent education - graduate school/post graduaten/a
Parent education - declined to state61%

Math

All Students62%
Females68%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged52%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability65%
English learner41%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduaten/a
Parent education - high school graduate63%
Parent education - some college (includes AA degree)64%
Parent education - college graduate74%
Parent education - graduate school/post graduaten/a
Parent education - declined to state48%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students70%
Females74%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino66%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)83%
Economically disadvantaged72%
Non-economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability71%
English learner42%
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduaten/a
Parent education - high school graduate75%
Parent education - some college (includes AA degree)59%
Parent education - college graduate78%
Parent education - graduate school/post graduate58%
Parent education - declined to state82%

Math

All Students63%
Females62%
Males65%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)58%
Economically disadvantaged67%
Non-economically disadvantaged62%
Students with disabilityn/a
Students with no reported disability64%
English learner44%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduaten/a
Parent education - high school graduate75%
Parent education - some college (includes AA degree)36%
Parent education - college graduate83%
Parent education - graduate school/post graduate75%
Parent education - declined to state61%

Science

All Students68%
Females68%
Males69%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)75%
Economically disadvantaged65%
Non-economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability74%
English learner53%
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduaten/a
Parent education - high school graduate79%
Parent education - some college (includes AA degree)57%
Parent education - college graduate75%
Parent education - graduate school/post graduate77%
Parent education - declined to state68%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students63%
Females74%
Males52%
African Americann/a
Asiann/a
Filipino83%
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged44%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability62%
English learner36%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate59%
Parent education - some college (includes AA degree)67%
Parent education - college graduate71%
Parent education - graduate school/post graduaten/a
Parent education - declined to state61%

Math

All Students47%
Females52%
Males43%
African Americann/a
Asiann/a
Filipino67%
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged29%
Non-economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability48%
English learner15%
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate33%
Parent education - some college (includes AA degree)37%
Parent education - college graduate67%
Parent education - graduate school/post graduaten/a
Parent education - declined to state57%
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

Ethnicity This school State average
Hispanic or Latino 65% 49%
White 16% 28%
Filipino 8% 3%
African American 5% 7%
Asian 3% 8%
Multiple or No Response 2% 3%
American Indian or Alaska Native 1% 1%
Pacific Islander 1% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 126%N/A24%
Students eligible for free or reduced-price lunch program 223%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 87% 85%
Japanese 10% 0%
Filipino (Pilipino or Tagalog) 2% 1%
Arabic 1% 1%
Korean 1% 1%
Mandarin (Putonghua) 1% 1%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 22N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 14N/A11
Average years teaching 15N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 97%N/A96%
Emergency credential or waiver 3%N/A2%
Source: CA Dept. of Education, 2008-2009

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: Manually entered by a school official.

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.

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
  • Dr. Eric J. 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
  • Tutoring
Transportation provided for students by the school / district
  • 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.

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.

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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Elementary 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 Dr.
Chula Vista, CA 91913
Website: Click here
Phone: (619) 421-4798

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