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Teacher quality
Principal leadership
Parent involvement
great school, great teachers, and staff, unbelievably outstanding principal. This school offer excellent academic curriculum with paying attention to differences in learning abilities. It's mostly great for the special focus on the moral characteristics or the students, it seems that everyone is very nice, no bulling no judging, in the contrary the kids collaborate and help each other.....LOVE this school.
—Submitted by a parent
I have a 2nd grader at Jamacha and I have to say that the teachers at this school are beyond incredible and the principal is fabulous as well. The Jamacha parents are very involved with the school, so the kids get wonderful amounts of support and attention from all angles. It really makes all the difference in how much the kids thrive there. The Jamacha community is just amazing, I'm so proud to be a part of it and never want it to change.
—Submitted by a parent
The quality of the teachers at Jamacha is above average, the support staff incredibly child centered, Ms. kathy, Ms Michelle, Ms Waterhouse, Ms Ramierez, all provide hundreds of children with an out pouring of love. Truly above average. Children are blessed to attend Jamacha.
—Submitted by a parent
I am now a 5th grade parent that has seen my child through every grade here, I think the Teachers are great as well as the Principal and his team in Administration. I have been very active in the PTA, The parents who are not involved are always the ones to complain!. Get involved, meet some great people..your child will see the rewards! Thanks Jamacha for doing the best you can with the dollars you get!
—Submitted by a parent
The school is great but I feel that students going into 5th grade should not have combo class because you need to get these kid ready to middle school.
—Submitted by Sanjay Patel, a parent
Jamacha provided both of my children with a solid educational foundation for middle and high school. My children were inspired and enriched by the many 'above and beyond' programs/community event that Jamacha supports. The parent involvement is amazing. The teachers are dedicated and know how to balance the high demands of the standards with fun. School has become much for 'serious' since we were young ... Jamacha is one of the few that continues to try and balance the scales. It is, by far, one of the best schools in the district and I am thankful my children were privileged to attend.
—Submitted by a parent
Jamacha is a wonderful school! We moved to Jamacha from a San Diego City School and if anyone can think this is bad, they should spend a year or two there. The entire staff at Jamacha is dedicated to the needs of the children. There is now a terrific strive to begin a GATE program for the kids and wonderful new forward thinking teachers. I would not want my kids to go anywhere else for an education. Mrs. Nigro provides great art instruction and many of the other teachers use their special knowledge to move the kids in all directions. Great work and a great school!
—Submitted by a parent
Jamacha looks good on paper only. There are no enrichment programs, no art or music in any of the grades. My older students (who came from another school) are board and unchallenged by the curriculum and there are no provisions to help them. My younger student is miserable. The pressure on her to perform precisely has hurt her desire to learn. It is all about rigid rules and strict discipline. And there is no playground for the older kids. All work and no play. What a disappointment.
—Submitted by a parent
This school has been a big disappointment. It is probably fine for most kids, but our eighth grader needs accelerated learning opportunities which have not been available. Its outstanding music program dramatically deteriorated while my child was here, so that it is at best mediocre currently. The special advanced algebra class for 8th grade was cancelled just before he reached 8th grade. It has therefore given none of the advantages of a huge school, with all of the disadvantages. I can recommend it only in contrast to most of the other public schools in the district
—Submitted by a teacher
Short school days. No music program. Lack of funding. Dec. 2nd kinder cut off date. advanced math. recess 3x a day. the school does not provide tutors. Student teachers. High student/teacher ratio.
—Submitted by a parent
this is our first year at this school and the quality of the teacher authentic concern for the students is wonderful. They do not put up with any slack and they directivly push the students that need a little pushing.
—Submitted by a parent
I believe this school is very good, as long as the parents dedicate alot of time with the children at home. The homework amount for 4th and 5th graders is too much, making it difficult for the children to grasp the concepts of each subject. Quality vs. quantity should be exercized.
—Submitted by a parent
Jamacha is an outstanding school! The teachers are highly dedicated, knowledgeable and caring. A major strength for this school is the level of parent support and the strong sense of community. It is an excellent place for children to learn.
Jamacha is a great school for me. They teach me everything that I need to know to be prepared for the SAT9 test. The teachers are sometimes strict, but it makes the children learn from their mistakes. The only thing Jamacha needs in my opinion is the GATE Program, and better qualifying staff for the Jamacha YMCA.
—Submitted by Maria Sanchez
The kindergarten classes have far too many kids in them with out enough teachers. A one to thiry two ratio simply will not educate the children. I am extremely disappointed.
—Submitted by Lara Paul, 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.
80 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
80 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.
72 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
74 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.
56 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% 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 63% in 2012.
59 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
58 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
59 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 | 81% |
| Females | 81% |
| Males | 81% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 87% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 90% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | 92% |
| 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 | 89% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 78% |
| Males | 75% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 87% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 87% |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | 88% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 78% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 69% |
| 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 | 63% |
| Females | 58% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | 31% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 76% |
| Males | 83% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | 56% |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 81% |
| Parent education - some college (includes AA degree) | 62% |
| 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 | 88% |
| Females | 90% |
| Males | 85% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 100% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 94% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 87% |
| Males | 82% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 92% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 88% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 82% |
| 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 | 76% |
| Males | 68% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| 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 | 83% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 76% |
| Males | 76% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 87% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| 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 | 94% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 71% |
| Females | 65% |
| Males | 80% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 93% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | n/a |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| 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 | 61% |
| 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 no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - high school graduate
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 | 58% | 28% | ||
| Hispanic or Latino | 16% | 49% | ||
| Multiple or No Response | 14% | 3% | ||
| African American | 7% | 7% | ||
| Asian | 2% | 8% | ||
| Filipino | 2% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 23% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 31% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 39% | 85% | ||
| Chaldean | 29% | 0% | ||
| Arabic | 14% | 1% | ||
| Filipino (Pilipino or Tagalog) | 4% | 1% | ||
| Somali | 3% | 0% | ||
| Vietnamese | 3% | 2% | ||
| German | 2% | 0% | ||
| Russian | 2% | 0% | ||
| All other non-English languages | 1% | 1% | ||
| Assyrian | 1% | 0% | ||
| Farsi (Persian) | 1% | 0% | ||
| Japanese | 1% | 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 | 14 | N/A | 11 |
| Average years teaching | 15 | 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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2962 Jamul Drive
El Cajon,
CA 92019
Phone: (619) 441-6150
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