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GreatSchools Rating

Feaster (Mae L.) Charter School

Charter | K-8 | 1042 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 3 ratings
2013:
Based on 2 ratings
2012:
Based on 1 rating
2011:
Based on 2 ratings

Teacher quality

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Parent involvement

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23 reviews of this school


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Posted April 23, 2014

Just Awful. Couldn't get zone transfer for my child because it was too late in the year. When I tried sharing my concern as a parent to staff (secretary-she wanted to know why I needed to speak to vice principal, to the vice principal,and to principal) they were bothered that I had a complaint. They were all defensive and pointed the finger that the problem was either with my child, myself,or at home...not with the teacher or their "methods" of teaching. Parents, don't feel as if you and your child have to stay their because of where you live. I called the School District, and they were so helpful. I was given information I did not know about.
—Submitted by a parent


Posted April 8, 2014

I feel that the majority of the comments like the previous poster had mentioned are from the past. This school has grown a lot. I had the privilege of attending the middle school opening and the superintendent of the district made a great speech in which he highlighted that just 10 years ago, Feaster was one of the worst performing schools in the district and that not it ranks in the top 10 percentile of schools. What an accomplishment. The new principal has given the school his vision of implementing the STEM and VAPA academies. There is so many after school programs, all students at the school have 1:1 technology (an iPad or an iPod). My students teacher, I can't say enough of her work and dedication to my daughter. This is the only school in the district to also offer electives for students at the end of the day, like in high school. Overall a fantastic school. Can't wait to see what else this school has to offer.
—Submitted by a parent


Posted April 5, 2014

This school I find pretty great. Most of these negative comments are from years ago but the school has changed a lot in the 2013-2014 school year. They have added the STEM and VAPA Academy and they have finished building Feaster Charter Middle! The school has great technology resources. Great school!


Posted December 2, 2013

Ive had children in this school for 8 years now and have gone through three principals. We've seen a lot and been through a lot but what we've witnessed with the new administration is a travesty. The new Principal has no regard for the students or parents and cares only about what you see on the surface, new paint and some murals and he pretends it's all great, meanwhile the students are suffering and he is not interested. Previously thriving students are now performing below average in several classrooms and neither the teachers nor the Principals seem to mind or want the children to perform at the higher levels they're known for. My children will not be attending here next year, and perhaps not even next semester!
—Submitted by a parent


Posted October 18, 2013

Feaster pre school (((( BEWARE ))) Mrs. Garcia wow not a good person at all what a big FAKE ACTOR OMG. As soon as the parents walk in she acts charming and sweet, but behind closed doors she is very serious, stern and strict. Please do yourself a favor and DO NOT ENROLL YOUR CHILD HERE. Principal cant do anything about it. This school lacks structure.
—Submitted by a parent


Posted July 2, 2012

I have raised two children and have gone through quite a few school systems. This year I was blessed with raising my Grandson. Feester was his home school since Kindergarten. However I live in another city. I personally did not want to uproot him from all the kids was familiar with in the beginning of his 1st grade year, since he was having a difficult time emotionally. The woman in the office Marta went above and beyond her job to get all the paperwork I needed to help keep him there. They helped me get him in the after school program so I could work. The teacher my grandson had was young and full of wonderful imaginative ideas for learning. My Grandson at the end of 1st grade had a wonderful report card in a time in his life when things were he was feeling insecure and afraid. I love this school. There are not many teachers or school workers that will go that extra mile and give a child the love that my Grandson has received. It has been my personal experience that this is a school that cares about their pupils. As parents, isn't this all we really ask for? A school that cares for our children academically but also for their emotional well being.
—Submitted by a parent


Posted August 29, 2011

I AM SICKENED BY THE ENTIRE SCHOOL STAFF AND TEACHERS, THE PRINCIPLE AND VICE PRINCIPLE ESPECIALLY, THERE IS A OBVIOUS FAVORITISM YOUR CHILD IS MEXICAN RATHER THEN WHITE, I AM SORRY I EVER ENROLLED ANY OF MY CHILDREN AT THIS JOKE OF A SCHOOL
—Submitted by a parent


Posted July 11, 2011

My daughter had a wonderful experience and learned a lot in her three years at Feaster. I was very happy with all of her teachers, the staff, and the principal. Everyone at Feaster was dedicated to helping the children learn. There were also some wonderful afterschool programs, like GATE, band, and choir.
—Submitted by a parent


Posted April 15, 2008

I am posting my review after observing issues and changes that have taken place since my last review. For one, my daughter has had the priviledge of teachers that are very in tune with the kids. I would love to see lower class numbers as I think the children would excel better. My daughter has not complained of disciplinary problems with problem students so hopefully this is down. I believe the children are doing better because of the parental involvement with their children at home. I will slowly rate this school back to where I think it should be. As for rudeness from the staff, though the school is predominantly Hispanic, they are very polite to me and have always made me feel welcome.
—Submitted by a parent


Posted March 26, 2008

I'm glad to finally see some positive comments and hear from someone who knows the standards and class size are determined by the state. The principal and teachers do care! As usual, only those that want to stand on the sidelines and complain are the ones that write. You don't like it- do something about it!
—Submitted by a parent


Posted March 12, 2008

I love Feaster Edison. My children have learned more here at this school than any other school. The staff and teachers really care and love our children. In their eyes our children come first and they know that our children are our future.
—Submitted by a parent


Posted January 15, 2008

I haven't seen any comments for Special Education, so I have to tell you that my daughter who is in 2nd grade special Ed is receiving, in my opinion a 1st class education thanks to her superb teacher Mrs.Wicoff & her Aide Ms. White. I receive phone calls, & notes to update my daughter's progress. The Office staff I have found to be Courteous, & helpful.
—Submitted by a parent


Posted September 26, 2007

My son has been going to Feaster for 2 years now. The curriculum is way below what fifth grader should be learning. There is no desire on part of the principal to do anything to benefit the students as far as enriching their academic level mor than subpar.
—Submitted by a parent


Posted September 12, 2007

Horrible school. Teachers don't care the principal doesn't care, and the test scores stink! This is the worst school! I'm glad I took my kids out a very very bad bad bad school!
—Submitted by a parent


Posted August 30, 2007

My two daughters went to this school. One from first to fourth and the other from fourth to sixth. Since the new principal took over two years ago, the school has gone down hill. The good teachers have all left. Bad school.
—Submitted by a parent


Posted June 26, 2007

My son has been going to Feaster since K1, which now he would go into 2nd grade. I was extremely happy his first year of schooling, his second year I'm not too happy with. They began to fill the classes up with too many students and when the time came to put students into new classes with new teachers they moved my son, which was an honor roll student instead of placing the new students there. My son's grade went down, he stopped paying attention to class and did not want to go to school. That could have been prevented. I talk to the principal and he did not do anything about it. The year ended and I don't believe that my son advance as much as he should have. Hopefully this year they make it up. We ll see what happens.
—Submitted by a parent


Posted May 17, 2007

I am very pleased with the teachers my boys have had. My oldest has been attending since 2003 & my youngest,2006. All the teachers that I have had the pleasure of dealing with, have presented a great effort in my children's education. They all have gone above & beyond. The fact that they offer so many extracurricular activities is a +. I do have 2 complaints, one is the fact that they don't enforce as much as they should the uniform policy. Second, the office staff slacks off, I've been given wrong information several times. & they also come off as being rude, a smiling face, when you walk in the office would be nice.
—Submitted by a parent


Posted December 12, 2006

I would not recommend this school for other kids. My dtr goes to first grade there and the teachers have to many kids to pay enough attention to the students. I am not satisfied with her here and will request to change schools next year. The secretorail staff is very rude and not to helpful. The teacher herself is a great teacher.She has no fault for all the kids they give her.
—Submitted by a parent


Posted November 16, 2006

concern parent! my children are not getting the quality education they deserve; this year is very disappointing.
—Submitted by a parent


Posted April 9, 2006

This school has a change of leadership about every two to three years.This administrative change makes it difficult on the teachers and the students.The leadership is always reinventing the wheel instead of trying to build upon the programs and strengths of what is already in place.
—Submitted by a teacher


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

823

Change from
2012 to 2013

-18

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

823

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

-18

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

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.

149 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
61%

2011

 
 
59%

2010

 
 
56%
Math

The state average for Math was 65% in 2013.

149 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
78%

2011

 
 
77%

2010

 
 
75%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

155 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
46%

2011

 
 
46%

2010

 
 
36%
Math

The state average for Math was 66% in 2013.

158 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
80%

2011

 
 
79%

2010

 
 
66%
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.

140 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
74%

2011

 
 
58%

2010

 
 
69%
Math

The state average for Math was 72% in 2013.

140 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
81%

2011

 
 
76%

2010

 
 
72%
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.

145 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
54%

2011

 
 
57%

2010

 
 
59%
Math

The state average for Math was 65% in 2013.

146 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
71%

2011

 
 
66%

2010

 
 
63%
Science

The state average for Science was 57% in 2013.

145 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
43%

2011

 
 
56%

2010

 
 
50%
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.

140 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
70%

2011

 
 
59%

2010

 
 
59%
Math

The state average for Math was 55% in 2013.

144 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
66%

2011

 
 
67%

2010

 
 
65%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 52% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

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

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 67% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

All Students67%
Females73%
Males61%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino66%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged64%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability71%
English learner61%
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate52%
Parent education - high school graduate69%
Parent education - some college (includes AA degree)92%
Parent education - college graduate73%
Parent education - graduate school/post graduaten/a
Parent education - declined to state59%

Math

All Students76%
Females78%
Males74%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged75%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability82%
English learner73%
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate78%
Parent education - high school graduate74%
Parent education - some college (includes AA degree)88%
Parent education - college graduate82%
Parent education - graduate school/post graduaten/a
Parent education - declined to state70%
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 Students60%
Females58%
Males61%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged57%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability60%
English learner53%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate38%
Parent education - high school graduate58%
Parent education - some college (includes AA degree)81%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state61%

Math

All Students75%
Females68%
Males81%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged73%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability76%
English learner74%
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate54%
Parent education - high school graduate70%
Parent education - some college (includes AA degree)81%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state82%
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 Students65%
Females79%
Males54%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged64%
Non-economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability67%
English learner55%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate38%
Parent education - high school graduate73%
Parent education - some college (includes AA degree)92%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state64%

Math

All Students72%
Females82%
Males65%
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)n/a
Economically disadvantaged69%
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability73%
English learner68%
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate44%
Parent education - high school graduate58%
Parent education - some college (includes AA degree)100%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state78%
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

All Students53%
Females57%
Males48%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged51%
Non-economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability57%
English learner37%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented76%
Parent education - not a high school graduate44%
Parent education - high school graduate61%
Parent education - some college (includes AA degree)70%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state53%

Math

All Students63%
Females62%
Males65%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged63%
Non-economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability65%
English learner57%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate52%
Parent education - high school graduate62%
Parent education - some college (includes AA degree)75%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state69%

Science

All Students40%
Females37%
Males42%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged36%
Non-economically disadvantaged60%
Students with disabilityn/a
Students with no reported disability42%
English learner27%
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talented76%
Parent education - not a high school graduate32%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)50%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state44%
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%
Females68%
Males43%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged56%
Non-economically disadvantaged61%
Students with disabilityn/a
Students with no reported disability58%
English learner44%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talented78%
Parent education - not a high school graduate48%
Parent education - high school graduate59%
Parent education - some college (includes AA degree)79%
Parent education - college graduate45%
Parent education - graduate school/post graduaten/a
Parent education - declined to state56%

Math

All Students57%
Females65%
Males45%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged57%
Non-economically disadvantaged50%
Students with disability25%
Students with no reported disability59%
English learner45%
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talented78%
Parent education - not a high school graduate52%
Parent education - high school graduate65%
Parent education - some college (includes AA degree)53%
Parent education - college graduate45%
Parent education - graduate school/post graduaten/a
Parent education - declined to state58%
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
Hispanic 88% 52%
White 5% 26%
Asian or Asian/Pacific Islander 3% 11%
Black 3% 6%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Two or more races 0% 3%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 173%N/A54%
Female 248%N/A48%
Male 252%N/A51%
Source: 1 NCES, 2010-2011
Source: 2 NCES, 2011-2012

Teacher experience

  This school District averageState average
First-year teachers 13%N/AN/A
Source: CRDC, 2011-2012

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School basics

School Leader's name
  • Francisco J. Velasco
Special schedule
  • Year-round
Fax number
  • (619) 422-4780

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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670 Flower Street
Chula Vista, CA 91910
Website: Click here
Phone: (619) 422-8397

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