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Teacher quality
Principal leadership
Parent involvement
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
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
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
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
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
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
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
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
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
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
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
I think most of the teachers need improvment! They need to get paid more!
—Submitted by a parent
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
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
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
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
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
The teachers here love to teach...love the students...and it shows!
—Submitted by a parent
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
Absolutely excellent school, with highly educated, caring teachers. Outstanding in community.
—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.
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 API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
147 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
147 students were tested at this school in 2012.
2012
2011
2010
2009
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
The state average for English Language Arts was 48% in 2012.
153 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
153 students were tested at this school in 2012.
2012
2011
2010
2009
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
The state average for English Language Arts was 67% in 2012.
150 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
153 students were tested at this school in 2012.
2012
2011
2010
2009
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
The state average for English Language Arts was 63% in 2012.
170 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
171 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
172 students were tested at this school in 2012.
2012
2011
2010
2009
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
The state average for English Language Arts was 59% in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
2012
2011
2010
2009
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
| All Students | 80% |
| Females | 84% |
| Males | 76% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 83% |
| Males | 82% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | n/a |
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
| All Students | 73% |
| Females | 78% |
| Males | 68% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 78% |
| Males | 89% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 92% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | n/a |
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
| All Students | 86% |
| Females | 87% |
| Males | 85% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 86% |
| Students with disability | 71% |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 85% |
| Males | 76% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 81% |
| Students with disability | 50% |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
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
| All Students | 82% |
| Females | 88% |
| Males | 77% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 82% |
| Students with disability | 58% |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 83% |
| Males | 74% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 78% |
| Students with disability | 62% |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 87% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 86% |
| Males | 88% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 86% |
| Students with disability | 75% |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
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
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
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
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 »
Grade 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
Fluent-English proficient and English only
Gifted and talented
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| 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% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 2% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 6% | N/A | 52% |
| 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% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 21 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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600 Sixth Street
Coronado,
CA 92118
Phone: (619) 522-8919
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Monarch Elementary Community School
San Diego, CA
Washington Elementary School
San Diego, CA
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