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Teacher quality
Principal leadership
Parent involvement
I love this school because it is so fun and my kids love it i have3 and all of tthem went to the hills and loved i have a 3rd grader that still goes and says that every day is beter than the one before
—Submitted by a parent
I absolutely love this school! Del Mar Hills is a small public school with a private school feel. The teachers are excellent and the parents are very involved. It feels like there is a great sense of community and school spirit.
—Submitted by a parent
Excellent school. Del Mar Hills Academy of Arts and Sciences provides a top notch education in a small school setting! The teachers and staff are excellent and the parents support continued growth at the school. My daughter attended elementary school there and my son is currently enrolled. I am thrilled to be part of such a vibrant program! The combination of arts and sciences provide a balanced education and my children have excelled as a result. The principal and the teachers continually impress.
—Submitted by a parent
Del Mar Hills Academy has an integrated Arts, Science and Technology program that encourages children to think creatively. It's a small school where the children know each other and the older children are encouraged to help the younger ones. The teachers are amazing and work well as a team. We have a principal who supports the staff and listens to the parents. At the Hills, we also have a very active group of parents who want the elementary school experience to be the best it can be for the students - so that the students love learning and become the best they can be. I am very proud to be a parent and a supporter of Del Mar Hills Academy.
—Submitted by Liz, a parent
Del Mar Hills Academy has a wonderful school culture and climate. The school is small and students, staff, and parents all know each other. The integrated Arts, Science, and Technology program is particularly strong thanks to excellent Specialist teachers. Parents are actively involved in school activities in and out of the classroom. Teachers seem genuinely happy to be at the school. The environment is friendly, warm, and constructive.
—Submitted by a parent
Very small school. Teachers and staffs are nice and kind, they know every children. Children know each other, either. They have good PC program for learning math, work hard on art, music and science.
—Submitted by a parent
We transferred from private to the Hills this year and we are stunned with the exceptional quality of the education at the Hills. The combination of teaching staff, curriculum and Academy approach is very special. The Hills Academy approach emphasizes integrated learning. Very few schools in the country get this right - the kids literally learn about a subject and experience it in every discipline. Nothing teaches problem solving, reinforces learning and results in a more well rounded education than integrated learning. The Hills is a hidden gem.
—Submitted by a parent
Amazing school! My daughter is graduating this year and we are sad to go. I can not say enough about the wonderful community we have here at the Hills. From the teachers to the parents, students and staff, I highly recommend this school!
—Submitted by a parent
Del Mar Hills Academy and provides special instructors for the Arts, Science and Technology. Our son, now in High School, and daughter, a sixth grader, came from private schools on the East Coast and acclimated well because of the school's small, intimate size. Teachers provide individual instruction when necessary and are always available via email or for in-person meetings before and after school. We lived closer to Del Mar Heights School when we moved here, but the smaller, more intimate environment at Hills proved to be the right fit. The teachers are exceptional and the school community, although situated in a well-to-neighborhood, is not snobbish but welcoming to kids with various backgounds. The physical plant is also good: The community invested more than $1M 2-3 years ago to provide Hills students with a state-of-the-art Performing Arts Center used for concerts, assemblies and community events.
—Submitted by a parent
We have 2 girls at the school, 1st Grade and 5/6 Grade, when we moved here last year the girls were non-english speaking, the girls are now 90% fluent in English thanks to the time, care and understading of the excellent teachers and staff at the DMHills. Thanks.
—Submitted by a parent
I am a parent of 2 children and have been a part of this school for 7 years. The education is outstanding and the community involvement is spectacular. My children have grown academically and with the Academy curriculum, they have received cross-over education in Art, Science, Technology, and Music which significantly enhances their overall learning process. This is a wonderful school.
—Submitted by a parent
This school has the highest quality of teacher dedication and excellence I have ever seen in a public school and the most wonderfully, warm family environment. Parent contributions to the PTA and Del Mar Schools Education Foundation mean that the children enjoy all the 'extras' they would at a private school, including state-of-the art technology, as well as excellent art, music, P.E. and science classes. In addition, students are respectful, kind, and hard-working - the caliber of student excellence is amazing! I wouldn't dream of sending my children anywhere else!
—Submitted by a parent
We have been at Del Mar Hills for 7 years and we have been completely satisfied with every single teacher. They truly care about the kids. I volunteer in the class room and I am so inspired by their competence and confidence in what they do. My kids have always loved going to school. The other great thing about Del Mar Hills is the parent community. It takes a village to raise a child and that is what I feel we have at the Hills. We watch out for each other's kids and support each other through challenges. I've never felt any competition between parents. We are down to earth, have lots of fun, and take our roles as parents seriously.
—Submitted by a parent
Excellent school with great, caring teachers. Very down-to-earth environment for a child to grow. Great sense of community and encourages parent participation. There is a focus on academics, but also in nurturing the child as a whole to become a compassionate citizen.
—Submitted by a parent
We have 2 boys at the Hills and are extremely happy with the school. The teachers are amazing - passionate and committed.
—Submitted by a parent
My son will be graduating this year after 7 years at Del mar Hills. My daughter is in her second year. From our experience, the teachers have made the difference and thye have worked hard to customize thier approach to the needs of each. A few people have complained about the principle; however, the teachers are the ones that make the difference in a childs learning and the staff at Del Mar Hills takes personal interest in every child. The children have a sense of pride about thier school and the small size of the class enables them to be special and not ost in the crowd.
—Submitted by a parent
My child has been at this school from kindergarten and is now in 6th grade. It is outstanding and a wonderful learning atmosphere. Small for a public school, allowing lots of interaction with teachers and a full complement of specialist teachers. The program is creative and fun, engaging the students at all levels.
—Submitted by a parent
Excellent school! The Hills attracts families that really take the time to examine curriculum and teaching methods. It's a blessing to be at school with so many families that choose to be part of a program rather than just ending up there because they fall in the boundary area. While we are part of a strong district that provides art, science, music, PE, & technology at all schools, the Hills is unique in the extent to which those subjects are INFUSED into all of the curriculum. This becomes increasingly true in the higher grades. We are proud to be a part of it!
—Submitted by a parent
I have had several kids at this school during the past 10 years. At one time, this school was academically as excellent as the other elementary schools in this school district. Since the old pricipal left, the academics have gone downhill. Nice music programs and new auditorium, but what about the academics? Lots of rhetoric from the leadership about the 'infusion of arts into the curriculum', but what about the academics? At one time there was direct fundraising by the parents for the school. Now fundraising is done by the 'Foundation', with its highly paid full-time employees. The 'Foundation' raises a lot of money, but seems to be focused on it annual charity event...the local 'social event of the year' for the neighborhood parents.
—Submitted by Longtime Parent, 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.
58 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
58 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.
38 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
38 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.
42 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
42 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.
52 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
52 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
52 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.
49 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
49 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
| All Students | 85% |
| Females | 81% |
| Males | 87% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| 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 | 80% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 85% |
| Males | 94% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| 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 | 87% |
| Parent education - graduate school/post graduate | 94% |
| 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 | 71% |
| Females | 74% |
| Males | 67% |
| 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 |
| White (not Hispanic) | 72% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| 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 | 58% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 91% |
| Males | 87% |
| 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 |
| White (not Hispanic) | 96% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| 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 | 92% |
| Parent education - graduate school/post graduate | 100% |
| 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 | 88% |
| Females | 92% |
| Males | 82% |
| 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 |
| White (not Hispanic) | 90% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| 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 | 81% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | 88% |
| Males | 82% |
| 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 |
| White (not Hispanic) | 90% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| 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 | 81% |
| Parent education - graduate school/post graduate | 100% |
| 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 | 96% |
| Females | 100% |
| Males | 91% |
| 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 |
| White (not Hispanic) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 98% |
| Students with disability | n/a |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 100% |
| 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 | 100% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | n/a |
| All Students | 94% |
| Females | 93% |
| Males | 95% |
| 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 |
| White (not Hispanic) | 94% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 98% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 98% |
| 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 | 94% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | n/a |
| All Students | 91% |
| Females | 93% |
| Males | 86% |
| 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 |
| White (not Hispanic) | 94% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| 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 | 94% |
| Parent education - graduate school/post graduate | 93% |
| 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 | 83% |
| Females | 87% |
| Males | 81% |
| 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) | 89% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| 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 | 95% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 78% |
| Males | 69% |
| 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) | 78% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 75% |
| 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 | 84% |
| Parent education - graduate school/post graduate | 81% |
| 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
Grade 6
All students
Female
Male
All students
Asian
White (not Hispanic)
All students
Non-economically disadvantaged
Students with no reported disability
Fluent-English proficient and English only
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 72% | 28% | ||
| Asian | 14% | 8% | ||
| Hispanic or Latino | 12% | 49% | ||
| African American | 2% | 7% | ||
| Filipino | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Multiple or No Response | 0% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 15% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 8% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 55% | 85% | ||
| Japanese | 16% | 0% | ||
| Korean | 11% | 1% | ||
| Farsi (Persian) | 5% | 0% | ||
| All other non-English languages | 3% | 1% | ||
| German | 3% | 0% | ||
| Mandarin (Putonghua) | 3% | 1% | ||
| Russian | 3% | 0% | ||
| Vietnamese | 3% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 21 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 7 | N/A | 11 |
| Average years teaching | 9 | 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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14085 Mango Drive
Del Mar,
CA 92014
Website: Click here
Phone: (858) 755-9763
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Carmel Creek Elementary School
San Diego, CA
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