Advertisement

GreatSchools Rating

Coronado Village Elementary School

Public | K-6 | 924 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 1 rating
2012:
Based on 2 ratings
2011:
Based on 1 rating
2010:
Based on 3 ratings

Teacher quality

Principal leadership

Parent involvement

Rate this school

Click on stars to rate
Please select a star rating for this school.
    Helpful reviews answer questions:
  • What do you think others should know?
  • What do you like?
  • How could your school improve?
    Review Guidelines
    GreatSchools won’t post reviews that contain:
  • Inappropriate language
  • Allegations of criminal conduct
  • Names of students, teachers or staff
1200 characters remaining
Please indicate your relationship to the school.
Please read and accept our Terms of Use to join GreatSchools.
Indicates a required field

25 reviews of this school


Sort by:
Show reviews by:
Posted yesterday

My kids have only seen CA schools, so I can't respond in reference to schools outside the state, but the quality of this school when compared to other CA schools is excellent. The big debate that my wife and I have is that we could live somewhere less expensive in San Diego but the schools are not as good. We would end up paying more to have our kids go to private schools than if we stayed in Coronado and sent them to the local public schools. Even then, some of the private schools would struggle to maintain the same standards that Coronado has. The teachers have all been excellent, and the parent support group is great. The PATT and Coronado Schools Foundation make up for much of the budget shortfalls seen in CA. The security has been really tightened up in the last 6 months due to the events in CT. We moved from a top school system in Clovis, CA and I feel more comfortable having my kids go to school here than anywhere we've lived.
—Submitted by a parent


Posted June 13, 2012

I must concur with the previous review. We too have lived all over the country and I found that this was the weakest school that my children have attended. The school does not give letter grades to the upper elementary students, which makes the grading quite subjective. Funding issues and large classes make it extremely difficult for teachers to provide individual attention to students. My children earned high grades but had to play "catch up" upon leaving the school. As the previous reviewer suggested, security is minimal. Military families moving to the area should consider other options. Friends of mine had very positive experiences at Sacred Heart and Silver Strand Elementary.
—Submitted by a parent


Posted June 12, 2012

We are a military family that moves our children every 2-3 years so our children have had the opportunity to experience different philosophies, teaching styles, and school environments. Although the ratings for this school on this site are very high, we have been unimpressed to say the least. First impressions say it all. The office staff is rude, disorganized and disinterested. Security is very poor. Most of the time the secretary does not even look at you when you walk in the door. Sometimes there are no badges, and people just walk right on through the door. The gates are not locked at times. The principal treats the children like they are in preschool. There is very little discipline and structure. The emphasis for the school is PE. Academics are not encouraged. My children say the work is boring. The teachers are not motivating and do not encourage students to reach their full potential. My children arrived here at least a year ahead coming from the east coast. Guessing we will need a tutor to help them catch up when we get back..the quality of education is so poor. I know the military likes to live close to work, but I would not choose this school if i had to do it all over.
—Submitted by a parent


Posted November 20, 2011

My children went through this school. It was fantastic for most of the time they attended. The teachers are great, very friendly. The events throughout the school year really brought the community together. The school lost a lot of it's lighthearted and fun nature when the (now not-so-new) principal took over. She gave it more of an institution feel, closed lunches to parents, canceled some of the yearly events. Her questionable leadership aside, it's a great place for an education due to the spirited and talented teachers who work there. She just squashed the mood of the place. My kids are in the middle and high school now. I've read in the paper that the current principal will be replaced after this year. I'm glad. I hope the mood over there improves once she's gone.
—Submitted by a parent


Posted August 20, 2010

The teachers at this school are terrific! The parents are very involved and committed to making sure the kids get the best education, even with all the budget cuts here in California. Wish I could give the school five stars, but the administration at the school (principal and lead teacher) is abyssmal. They are completely nonresponsive to parents. They have very little interaction with the kids, nor do they seem to want to. Thankfully, the school thrives despite them or I would have pulled mine out long ago.
—Submitted by a parent


Posted June 24, 2010

The preschool teacher is superior. She works closely with the kindergarten teachers to ensure her kids are ready to enter kindergarten. The kindergarten teachers are experienced and child-centered. The teachers in the other grades are also excellent (a couple should retire as they don't seem to enjoy teaching anymore). The PATT is essential to the school and is very active (if not overbearing at times). The school would not have what I consider to be essential programs without the hard work of these parents. There is a definite deficiency in leadership at the school. The lead teacher is the backbone of the school. She works hard and essentially runs the school. Why isn't she the principal? To describe the principal as a figure head overstates her influence at the school. She seems to go here and there with no real role and is a cheerleader at best.
—Submitted by a parent


Posted June 8, 2010

We had the good fortune of being part of village elementary for 3 years (kindergarten-2nd grade). My daughter had a wonderful experience and cherishes those memories. The teachers are amazing. I was an active PTA member and I gained an appreciation for all the efforts the staff and faculty make to ensure that they are providing a "private school education at a public school price". They use a holistic approach to educating the students (not solely in reading and math as some posters have implied). My daughter created some of her finest artwork while at village elementary and discovered her passion for science experiments! Anyway, I can compare village elementary to many schools across the country and there is nothing better. Teachers, administrators, parents, students - everyone working together. That doesn't happen everywhere, so take advantage if you are fortunate enough to live in Coronado!
—Submitted by a parent


Posted March 29, 2009

The special education program is excellent. My son has been in the program for 2 years, now. They have 2 qualified teachers plus extra assistants, along with trained speech and occupational therapists. I have another child in the 'regular' school program. The teachers are superb and he loves going to school. Outstanding school!
—Submitted by a parent


Posted November 15, 2007

I will agree with other parents on here about the level of education. My daughter is not in a combination class, but just the same, the focus is totally on reading and math scores. I don't agree with emphasis being taken off of the science and arts and with the direction this school is taking. I also have a HUGE concern with the safety of my child in this school. I know this is a small town, but there is no excuse for not monitoring who is coming and going in the school. I guess it will take something to happen to wake these people up.
—Submitted by a parent


Posted November 11, 2007

I used to really love this school but now am very worried about the level of education my son is receiving. He is in a combination class (two grades being taught by the same teacher in the same room) something that is becoming more common at Village. While the teacher is doing the best she can, it is readily apparent that the students are not receiving the level and amount of instruction as they would in a single grade classroom. The students, who were picked because they excelled in their previous grade, are now barely meeting grade level standards!
—Submitted by a parent


Posted November 6, 2007

The school is taking a new direction under new leadership through the principal. Unfortunately extreme emphasis is being put on reading compreshension while science and the arts are being severely neglected. It is a shame because the parents in the community work very hard to raise money to give the kids the 'extras' like science and the arts and they are being sidelined in favor of collaborative time for teachers and full focus on reading.
—Submitted by a parent


Posted September 10, 2007

The Special Education Dept. for Village Elementary needs vast improvement. My child is currently enrolled in Village Elementary and is a mainstream student. The past two years he has been without a qualified/certified special education teacher. The communication between regular teachers and the special education dept. is almost non-existent up to this year.
—Submitted by parent, a parent


Posted July 27, 2007

I think most of the teachers need improvment! They need to get paid more!
—Submitted by a parent


Posted February 27, 2007

The teachers are excellent, but compared to most area school districts, they are underpaid and I fear that turnover may become a problem in the near future as the older teachers who live in the area begin to retire. This situation evolved over a number of year, so clearly it has been due to lack of leadership. Hopefully new leadership will turn the situation around and begin to concentrate on offering competitive salaries to retain superior teachers. The classroom size is also on the verge of becoming too large.
—Submitted by a parent


Posted January 3, 2007

Some grade levels of teachers are outstanding and then some complete grade levels have much to be desired in the quality of their teaching. The fourth grade teachers are the best I've ever met though.
—Submitted by a parent


Posted January 26, 2006

Our daughter was in Village Kindergarten and the preschool program offered through the Kindergarten. We thought the quality of education and her experiences were outstanding, and are very pleased with the way we were encouraged to be involved in the classrooms and on fieldtrips, and the excellent communication between parents and teachers.
—Submitted by a parent


Posted October 10, 2005

YOu will love this school. Great teachers, great parent involvement. Offered unique items like computer class, and Spanish class to First Graders.
—Submitted by a parent


Posted August 18, 2005

This is an excellent school. Very family oriented. The academic programs are very advanced but they are always willing to help your child. Many extracurricular activities and parent involment is extremely high.
—Submitted by a parent


Posted July 14, 2005

The teachers here love to teach...love the students...and it shows!
—Submitted by a parent


Posted July 11, 2005

This school has high standards and excellent test scores. However, it is very large for an elementary school and easy to get lost in the crowd.
—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

906

Change from
2011 to 2012

-16

API Statewide Rank
(2011)

10 / 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 met all student subgroup API targets for 2012

This school's
API score

906

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

-16

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)

10 / 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.

147 students were tested at this school in 2012.

2012

 
 
80%

2011

 
 
82%

2010

 
 
83%

2009

 
 
85%
Math

The state average for Math was 64% in 2012.

147 students were tested at this school in 2012.

2012

 
 
83%

2011

 
 
83%

2010

 
 
83%

2009

 
 
90%
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.

153 students were tested at this school in 2012.

2012

 
 
73%

2011

 
 
80%

2010

 
 
77%

2009

 
 
85%
Math

The state average for Math was 69% in 2012.

153 students were tested at this school in 2012.

2012

 
 
83%

2011

 
 
84%

2010

 
 
93%

2009

 
 
94%
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.

150 students were tested at this school in 2012.

2012

 
 
86%

2011

 
 
88%

2010

 
 
90%

2009

 
 
91%
Math

The state average for Math was 71% in 2012.

153 students were tested at this school in 2012.

2012

 
 
80%

2011

 
 
84%

2010

 
 
85%

2009

 
 
92%
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.

170 students were tested at this school in 2012.

2012

 
 
82%

2011

 
 
82%

2010

 
 
85%

2009

 
 
88%
Math

The state average for Math was 65% in 2012.

171 students were tested at this school in 2012.

2012

 
 
79%

2011

 
 
83%

2010

 
 
78%

2009

 
 
89%
Science

The state average for Science was 60% in 2012.

172 students were tested at this school in 2012.

2012

 
 
87%

2011

 
 
91%

2010

 
 
88%

2009

 
 
90%
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.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Math

The state average for Math was 55% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
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%
Females84%
Males76%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantagedn/a
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only81%
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)61%
Parent education - college graduate78%
Parent education - graduate school/post graduate85%
Parent education - declined to staten/a

Math

All Students83%
Females83%
Males82%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantagedn/a
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
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)72%
Parent education - college graduate84%
Parent education - graduate school/post graduate84%
Parent education - declined to staten/a
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 Students73%
Females78%
Males68%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged75%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only77%
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)55%
Parent education - college graduate69%
Parent education - graduate school/post graduate79%
Parent education - declined to staten/a

Math

All Students83%
Females78%
Males89%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged92%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only84%
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)64%
Parent education - college graduate86%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a
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 Students86%
Females87%
Males85%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged83%
Non-economically disadvantaged86%
Students with disability71%
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)76%
Parent education - college graduate85%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a

Math

All Students80%
Females85%
Males76%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged75%
Non-economically disadvantaged81%
Students with disability50%
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)61%
Parent education - college graduate85%
Parent education - graduate school/post graduate83%
Parent education - declined to staten/a
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 Students82%
Females88%
Males77%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)85%
Economically disadvantagedn/a
Non-economically disadvantaged82%
Students with disability58%
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)100%
Parent education - college graduate71%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

Math

All Students79%
Females83%
Males74%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)80%
Economically disadvantagedn/a
Non-economically disadvantaged78%
Students with disability62%
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)87%
Parent education - college graduate73%
Parent education - graduate school/post graduate82%
Parent education - declined to staten/a

Science

All Students87%
Females86%
Males88%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)92%
Economically disadvantagedn/a
Non-economically disadvantaged86%
Students with disability75%
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)100%
Parent education - college graduate76%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a
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 Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/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
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 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
White 74% 28%
Hispanic or Latino 13% 49%
Multiple or No Response 6% 3%
Asian 3% 8%
Filipino 2% 3%
African American 1% 7%
American Indian or Alaska Native 0% 1%
Pacific Islander 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 12%N/A24%
Students eligible for free or reduced-price lunch program 26%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 71% 85%
All other non-English languages 18% 1%
Filipino (Pilipino or Tagalog) 4% 1%
Hebrew 4% 0%
Japanese 4% 0%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 21N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 10N/A11
Average years teaching 13N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

600 Sixth Street
Coronado, CA 92118
Phone: (619) 522-8919

ADVERTISEMENT

Compare this school
to nearby schools

Compare schools »

Compare

Add this school to compare
ADVERTISEMENT