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Valle Lindo Elementary School

Public | K-6

 

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Living in Chula Vista

Situated in an urban neighborhood. The median home value is $231,800. The average monthly rent for a 2 bedroom apartment is $1,270.

Source: Sperling's Best Places
 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
No new ratings
2012:
Based on 2 ratings
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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22 reviews of this school


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Posted March 7, 2014

I enjoy my son getting to learn Spanish. The dual immersion program is wonderful. Thank you teachers for helping my child become bilingual.
—Submitted by a parent


Posted May 31, 2012

This is a great school with excellent teachers. I enrolled my son in the Dual Immersion Program since he was in Kindergarten. He is now a 2nd grader and I am proud to say that although I do not speak or understand spanish, my son can speak, understand and write in spanish. He has no problems reading and writing in English as well. Thank you Principal and your wonderful team of teachers. See you all again next year.
—Submitted by a parent


Posted March 20, 2012

This is my 1st year at this school and it seems to be a good place for my child. My son currently attends 2nd grade here and my other son will be starting kinder in 12/13 year. My sons teacher is very helpful and communicated very well with me in regards to my sons performance. I cant say my son is her best student, but she does a lot more than I would expect to help him and communicates with me very well. The principal is also very involved in everything and seems like a real go getter making sure her school performs well. All in all I am very satisfied with Valle Lindo. Great Staff; front office lady just needs to smile more. She is after all the first face for the school or as I like to call them; The Director of first impressions:.
—Submitted by a parent


Posted November 18, 2010

You cannot communicate with the principal and some teachers without arguing with the parents. School does poorly in protecting children. On the surface they appear to be friendly and nice but are very quick to undermine parents.
—Submitted by a parent


Posted November 30, 2008

My 2 children love the new principal at Valle Lindo Elementary! I myself as a parent had the opportunity to speak with the principal regarding a problem at school with my son. Together we came up with a solution and she instantaneously took action right away that very same day! I also volunteer at this school and I see so much enthusiasm with the children so eager to be at school to learn. The teachers are awesome, all of them have that smile on their faces and are an important asset to these children who attend this school. I couldn't be any more happier! Valle Lindo is a great school, I'm confident that my children will excel academically.
—Submitted by a parent


Posted November 15, 2008

What a difference a year makes. I had no problem with the other principals, but this one is full of energy, and determined to make this school a better place! I love being around and watching the faces of the children as well as the teachers. Everyone is happy. The positive behavior techniques (Eagle Rally, tickets, etc.) are wonderful.
—Submitted by a parent


Posted November 5, 2008

This year 08-09 our school has a new principal and she is actually an alumnus! There have been many positive changes this year. We have started having a weekly 'Eagle Rally' to increase school sprit and each week we focus on a specific behavior to work on. Our motto is 'Respectful, Responsible and Safe!' All the students receive tickets for acting in the appropriate way, and are entered into a weekly drawing. At the last Eagle Rally some of the students even won a pumpkin donated by a teacher! They are really excited about this. A group of teachers even wrote a song to sing each week. The staff is committed to our new principal and to the students. We want what is best for them and for each student to be successful! Each day I am thankful to work for such an enthusiastic and motivated principal.
—Submitted by a teacher


Posted October 21, 2008

My children have always had highly skilled teachers, well disciplined classrooms, and appropriate amount of homework. They truly enjoy going to this school every day.
—Submitted by a parent


Posted September 7, 2008

My 2 children have attended Valle Lindo since grade K & are now in the upper grades. The teachers (for the most part) are first-rate & do the best possible job with what they are given. The new principal has made a good impression & I'm optimistic that she'll provide the guidance & support needed by both students & staff. The low socio-economic background attributable to many families in this area is to me the biggest problem. 'No child left behind' should start at home, but doesn't seem to. Many of my kids' classmates don't seem to be getting the attention or discipline they need at home to succeed in school, and excessive misbehavior & disrespect is carried over into the classroom. I would like to see more enrichment programs such as art & music, but I understand that the lack thereof is due to the overall budget crisis.
—Submitted by a parent


Posted September 4, 2008

My 3 daughters have attended Valle Lindo. Two of them have graduated and have moved on to middle and high school. Both of them had excellent grades and I attribute this to all of their teachers, especially, Mr. Neil, Mrs. Given, Mrs. Gil, Mrs. Garcia, Mrs. Lovett, Mrs. Lucky, Mrs. Guillen, Mr. Luzzaro, and Mrs. Mitchell. One thing is for sure.....they need more parent volunteers. The overall test scores are not only the teachers's responsibility. I believe that the parent's are just as, if not more, responsible for making sure their kids do their homework or ask more questions when they don't understand. There is only so much teachers can do. Respect and good behavior is learned at home, not at school. I love the school. I have one more child to pass through there and I will miss it..
—Submitted by a parent


Posted September 1, 2008

Valle Lindo School is a great place to be. Our school is committed to ensuring that all students learn.


Posted August 28, 2008

My son attended Valle Lindo from K - 6th and my daughter is now in 1st grade in the dual immersion program. Although I have seen some of the negative items mentioned in the last 7 years, overall I've been very happy with my kids' experience. I've always been kept well informed and I don't know one elementary school that hasn't seen some conflict. This year we have a new principal who actually attended Valle Lindo for her elementary school education, which is very encouraging. She knows the community and I have a real sense that she's very committed to ensuring the students have the best education possible. I think we'll see improvement in the test scores and with a little more parent involvement, Valle Lindo would be a tough place to beat. I'm optimistic about the future and am happy that my daughter is there.
—Submitted by a parent


Posted February 26, 2008

My daughter has been attending Valle Lindo since Kindergarten and she is now in 3rd grade. My daughter perfected her CST's and is an excellent student. Not only is she soaring academically, she is also a good person. However, one problem that she's constantly encountering are other students behaving inappropriately. Other children are constantly pushing, poking, tripping and behaving badly. The principal is quite impressive, most especially with her constant involvement in all activities. My daughter's teachers have been really good. Nonetheless, she has been mistreated by other teachers in the school. But, like any school there will be challenges and rooms for improvement.
—Submitted by a parent


Posted February 20, 2008

My daughter has been attended at Valle Lindo for Pre School. I could say that her Teacher in preschool, Ms Rosie Garcia was a very excellent teacher that i saw. My daughter learned how to read at the age of 5 because of her. It so bad that we have to move to a new house and have to transfer my daughter to another school. 'Ms .Rosie Garcia' of Valle Lindo Elementary School is excellent.
—Submitted by a parent


Posted January 11, 2006

My dauther has been attending this school since mid of 3rd grade. Now she's in 6th & honestly this is the best school experience she has had. The teachers are great, they are really involve with the students & making sure that no student stays behind. As far as the parent involvment I have to agree we need more parents but it has to do alot with the communication the school keeps with the parents that's where it starts. If the school does not push parents to be more involved parents wont do it. Extracurricular activities have to do if the school has enough money to do it. If parent have a problem with that they should pay a private school. This school does the best with what they have. Keep up the great work!
—Submitted by a parent


Posted September 20, 2005

Need more involment from parents and availability of other classes such as music, art and extracurricular activities. Additional activities can be an incentive for children to participate. Also, sports, dance and other things can be created.
—Submitted by a parent


Posted May 6, 2005

At one time I was proud to say my children attended Valle Lindo. Now I avoid saying my children ever went there. The school's atmosphere and staff respect for another has dropped. The parent envolvment has declined. This school can be a great school again. Fix the leadership and things will ruin smoothly.
—Submitted by a parent


Posted October 10, 2004

This school is a great school , with great teachers who really care and spend time with their students. Reading is a big focus here as well as math.
—Submitted by a parent


Posted August 17, 2004

I was really disappointed in Valle Lindo this last year. While I appreciate the bilingual opportunities the school has to offer, it disappointed my child to join a program where they were taught songs and other stuff mostly in Spanish, rather than English. I think there needs to be a balance somewhere between those bilingual programs. Not all of the children need to be bilingual, and shouldn't be forced to be in the program to make friends because that is all that is offered. In addition, I was happy to have the uniform code lifted, only because it upset me that there were numerous children who didn't follow the dress code. We were told that if a child did not dress appropriately, they would be sent home to change. I've been at the school in the morning and the afternoon, and children were still dressed unappropriately. I hope it gets better.
—Submitted by a parent


Posted August 12, 2004

My children have been valle lindo students for 5 years so far, while i only have praises for the teachers who (in my experence)are experienced , dedicated, patient and caring, i realize that the students performance for this school(in general below average in STAT)can only be improved if all parents ecxulted more responsability towards their children's education. While the school has great potential, fully renovated, great teachers, low numbers of students, good facility with a great after school dash program, there is no extracular activities( music, sports, drama) and dress code and proper behavior/language is not inforced.While the school is located in a quiet middle class community, the shool atmosphere and academic record is far from being up to par.. I am not blaming the teacher but us parents, we have the upmost responsability toward our children's attitude towards school.Too many valle lindo families do not seem to get it.
—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

844

Change from
2012 to 2013

-1

API Statewide Rank
(2012)

7 / 10

API Similar Schools Rank (2012)

5 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2013

This school's
API score

844

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

-1

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)

5 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 56% in 2013.

72 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
72%

2011

 
 
64%

2010

 
 
50%
Math

The state average for Math was 65% in 2013.

72 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
83%

2011

 
 
75%

2010

 
 
71%
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.

70 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
63%

2011

 
 
39%

2010

 
 
46%
Math

The state average for Math was 66% in 2013.

70 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
77%

2011

 
 
73%

2010

 
 
78%
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.

75 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
63%

2011

 
 
66%

2010

 
 
64%
Math

The state average for Math was 72% in 2013.

76 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
70%

2011

 
 
80%

2010

 
 
69%
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.

67 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
55%

2011

 
 
61%

2010

 
 
53%
Math

The state average for Math was 65% in 2013.

68 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
70%

2011

 
 
63%

2010

 
 
59%
Science

The state average for Science was 57% in 2013.

67 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
65%

2011

 
 
66%

2010

 
 
49%
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.

83 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
63%

2011

 
 
49%

2010

 
 
52%
Math

The state average for Math was 55% in 2013.

81 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
42%

2011

 
 
49%

2010

 
 
52%
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 Students63%
Females78%
Males42%
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 disadvantaged61%
Non-economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability66%
English learner56%
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate59%
Parent education - some college (includes AA degree)71%
Parent education - college graduate71%
Parent education - graduate school/post graduaten/a
Parent education - declined to state59%

Math

All Students82%
Females90%
Males71%
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 disadvantaged82%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability87%
English learner81%
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 graduate86%
Parent education - some college (includes AA degree)86%
Parent education - college graduate86%
Parent education - graduate school/post graduaten/a
Parent education - declined to state71%
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 Students56%
Females58%
Males54%
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)n/a
Economically disadvantaged44%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability56%
English learner41%
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduaten/a
Parent education - high school graduate53%
Parent education - some college (includes AA degree)62%
Parent education - college graduate79%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students85%
Females81%
Males90%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged83%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability88%
English learner84%
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate95%
Parent education - some college (includes AA degree)86%
Parent education - college graduate86%
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

English Language Arts

All Students71%
Females68%
Males74%
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 disadvantaged61%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability71%
English learner37%
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduate69%
Parent education - some college (includes AA degree)73%
Parent education - college graduate73%
Parent education - graduate school/post graduaten/a
Parent education - declined to state68%

Math

All Students75%
Females74%
Males76%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino76%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged67%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability74%
English learner60%
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduaten/a
Parent education - high school graduate85%
Parent education - some college (includes AA degree)73%
Parent education - college graduate45%
Parent education - graduate school/post graduaten/a
Parent education - declined to state73%
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 Students55%
Females59%
Males53%
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 disadvantaged50%
Non-economically disadvantaged62%
Students with disabilityn/a
Students with no reported disability60%
English learner33%
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talented87%
Parent education - not a high school graduaten/a
Parent education - high school graduate44%
Parent education - some college (includes AA degree)57%
Parent education - college graduate64%
Parent education - graduate school/post graduaten/a
Parent education - declined to state59%

Math

All Students70%
Females72%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged64%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability71%
English learner50%
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate56%
Parent education - some college (includes AA degree)67%
Parent education - college graduate86%
Parent education - graduate school/post graduaten/a
Parent education - declined to state71%

Science

All Students59%
Females59%
Males61%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged53%
Non-economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability63%
English learner38%
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talented87%
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)57%
Parent education - college graduate71%
Parent education - graduate school/post graduaten/a
Parent education - declined to state59%
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 Students58%
Females71%
Males44%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged60%
Non-economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability59%
English learner27%
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduate42%
Parent education - some college (includes AA degree)62%
Parent education - college graduate63%
Parent education - graduate school/post graduaten/a
Parent education - declined to state80%

Math

All Students49%
Females57%
Males41%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged50%
Non-economically disadvantaged49%
Students with disabilityn/a
Students with no reported disability49%
English learner24%
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduaten/a
Parent education - high school graduate42%
Parent education - some college (includes AA degree)55%
Parent education - college graduate47%
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

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 76% 52%
Asian or Asian/Pacific Islander 9% 11%
White 9% 26%
Black 5% 6%
Hawaiian Native/Pacific Islander 1% 1%
American Indian/Alaska Native 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 45%N/A54%
Source: NCES, 2010-2011

Teacher experience

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

Teacher resources

Foreign languages spoken by school staff Spanish
Read more about programs at this school
Source: Provided by a school official.

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Special education / special needs

Specialized programs for specific types of special education students
  • Specific learning disabilities

Arts & music

Visual arts
  • Painting

Language learning

Bi-lingual or language immersion programs offered
  • Spanish
Foreign languages taught
  • Spanish
Foreign languages spoken by staff
  • Spanish
School leaders can update this information here.

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School basics

School start time
  • 8:00am
School end time
  • 2:30pm
Before school or after school care / program onsite
  • After school
School Leader's name
  • Theresa Corona
Special schedule
  • Extended/longer school day
Fax number
  • (619) 421-1802

Programs

Bi-lingual or language immersion programs offered

Don't understand these terms?
  • Spanish
Specialized programs for specific types of special education students
  • Specific learning disabilities
Foreign languages taught
  • Spanish

Resources

Foreign languages spoken by staff
  • Spanish
Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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Sports

Boys sports
  • Soccer
Girls sports
  • Soccer

Arts & music

Visual arts
  • Painting
School leaders can update this information here.

Upcoming Events

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School culture

Dress Code
  • Dress code
School leaders can update this information here.

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1515 Oleander Avenue
Chula Vista, CA 91911
Website: Click here
Phone: (619) 421-5151

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