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GreatSchools Rating

Pepper Drive Elementary School

Public | K-8

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 3 ratings
2013:
Based on 5 ratings
2012:
Based on 2 ratings
2011:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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29 reviews of this school


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Posted August 27, 2014

i went to this school my middle school career one of the best experiences i ever had. Ignore the parents writing one liner on the reviews that's not fair to the school. My daughter LOVES THIS SCHOOL!!!!.
—Submitted by a parent


Posted August 26, 2014

I didn't even want to put a star. Worst school ever Stay away, ask for a different school. Teachers Are not kind, education is poor, school Is dirty and run down. Over crowded and They do not have a reading program to help Students.
—Submitted by a parent


Posted April 17, 2014

I am NOT a fan of Pepper Drive School. The problems seem to begin at the top. Maybe it is time for a new leadership team. (Principal & Vice Principal) After a couple of years, I have rarely caught a glimpse of the Principal, she is like royalty and I guess only makes the occasional guest appearance! The Vice Principal seems jaded, stressed and certainly not a 'people-person'. The way I have heard her speak to some parents, I can only wonder at how she speaks to the children!
—Submitted by a parent


Posted October 13, 2013

There was a time when I would've recommended this school in a heartbeat. Now I would say that this school is okay for K thru 5, but not for middle school. Middle school has no electives-- no language, minimal art, no dance or music. The same group of kids go from class to class, so there is little opportunity to make friends from other classes. The selection of teachers is small because the school is small, so your child may be stuck with the same teacher from 6th to 7th - this is not a good thing. The culture of the kids in middle school is one where they seem to be in a rush to grow up - more so than others. A lot of the 10-12 year olds have boyfriends/girlfriends and there seems to be pressure to have one. The way they talk, the language used -- it's shocking. The best thing I did was to transfer my child out of there. My child is a much happier person, with better friends, better grades, and more opportunities. Don't let the high score fool you.
—Submitted by a parent


Posted August 1, 2013

My son has been attending Pepper Drive for almost two years. I like this school because the staff are cooperative and friendly. However the school needs financial support from parents and any financial assistance they can get. It would truly benefit the student if they can get more after school tutoring. This money would truly benefit the school and provide a better classroom environment for everyone
—Submitted by a parent


Posted June 17, 2013

I LOVE THIS SCHOOL my son has been goingbto pepper for 3 years the teachers are so amazing cant wait till my other boys start there they handled a kid that was bullying my son in such an amazing manor and now my son is friends with the kidfo I couldnt be happier and not to mention my son learned so much he was writing doing math and reading books all in kindergarden such an amazing schoolni woukd recomend this school to everyone
—Submitted by a parent


Posted May 26, 2013

3 years ago we moved into this school zone. Love the Elementary and the teachers are all Awesome. Now if you ask me about the Middle school portion I have a different opinion. We have a child in sixth grade. I had straight A's until this year. Not all the teachers are outstanding. When a teacher makes a mistake on an assignment it should be changed. I got no help from the office. My child is falling through the cracks!
—Submitted by a parent


Posted March 14, 2013

Used to be an amazing school and was the reason we moved back into the neighborhood. Our family has been part of the school since it open in the 50s! I have nothing nice to say about the school now. There are still some wonderful/caring teachers, but even the stress of the change in the school has effected them The bullying, but students and teachers, is out of control. The staff that was once caring and supportive, has become controlling and driven by numbers. such a sad disappointment.
—Submitted by a parent


Posted August 24, 2012

My son has been going to this school since K and is not going into 7th. Now he has to switch cause the admistration does NOTHING about bullying! My poor son as been put through the ringer for 2 years and was even bullied by a teacher!!! Now cause his grades have dropped they deem him the "problem" child instead of the bullies that caused the problem in the first place! I do not suggest this school to anyone! Oh yah and when I called to schedule is therapy appt they asked what school he attends, the office was not surprised when I named this one!
—Submitted by a parent


Posted March 30, 2012

PPepper Drive is an amazing school! We are so happy to have our daughter there. She is in 2nd grade and gas been at Pepper since kindergarten. She will be there until she starts high school!! It is such a great feeling to know your child is at a great school!
—Submitted by a parent


Posted March 31, 2011

WORST SCHOOL EVER- Jagged admins, young inconsiderate teachers I DO NOT SUGGEST!!! If you want to see a stutter in your childs report card come here d,d,d,d,d,d,d
—Submitted by a parent


Posted February 23, 2011

i love pepper drive my daughter was there for kindergarten last year and i loved her teachers on room 2 ! i love how much the parents have to be involved with the childrens projects . The only reason i did not give the school 5 stars is because of the parking and traffic problem ,other than that i love pepper drive and will request the same teachesr for my daughter this fall for kinder :)
—Submitted by a parent


Posted July 28, 2010

i cannot stress to you how much of an amazing school pepper drive is. you cannot find teachers like this anywhere else in the world! i went there for 3rd -8th grades. and leaving this school was one of the saddest days of my life. this is the best school by far that i have been to and the best choice to send your children to.


Posted January 25, 2010

This is an amazing school. There is great teacher and administration support for all students. Faculty support is a huge reward in schools now-a-days! I have 3 kids and they all will attend Pepper Drive. Student's at this school will definitely get the academic growth they need plus more. Highly recommend... Plus everyone should meet Mr. T!
—Submitted by a parent


Posted September 16, 2009

Wonderful administration and teachers and great children!
—Submitted by a parent


Posted June 18, 2008

This school has beena life saver for us. Our 10 year old did very well in k and 1st, then had to change schools, and fell extremely behind in 2nd. We cam to Pepper Drive mid 2nd grade and found out how behind he was, at least a full year! We ended up with an amazing teacher [they all are there] and she worked very hard with our son. We decided to hold him back have him repeat 2nd with the same teacher. It was the best thing we ever did. He is now 3 years AHEAD, in the 4th grade working at a 7th grade level AND accepted in the GATE program. Pepper Drive is the Best of the Best. The staff is exceptional and the teachers are supportive and well informed. The kids are encouraged to function as a whole and to be responsible for themselves and others.
—Submitted by a parent


Posted June 18, 2008

We have 3 children we adopted and enrolled in Pepper Drive. before coming to live with us, these children rarely attended school, had all been held back, and had little success. The oldest was in 8th grade and had been to 16 differant schools, the 6th grader had been to 14 and the 2nd grader had been to 8. They were all at least 3 full years behind. The staff and tachers rallied behind us and the kids and we made a plan. To date, all three children are either at or approaching grade level. The oldest is now a Freashman at Santana and staff from Pepper routinely call to chack on him and even attend his sports functions. Pepper Drive was a life saver for these kids. It is only with thier support that the kids were able to find success and form goals.
—Submitted by a parent


Posted June 18, 2008

Pepper Drive is the best school I have been to. When I came to Pepper Drive last year I was nervous becuase I have had a rough life and have been to 14 schools before. I always did really bad because no one made me go to school before. now I am in 8th grade and get all B's. I never got good grades beore and it really feels good. I work really hard at Pepper drive because I know my new parents and all my teachers and Mr T will be proud. I have a lot a good friends now and we do alot of fun stuff together. I have not met any bad kids there and no one I know ever gets into any real trouble. The teachers and everyone in the office are really nice and really care about all the students . I am proud of Pepper Drive.
—Submitted by a student


Posted May 8, 2007

My son is at Pepper Drive and my daugher is going to start Kindergarden this fall. While the school is not perfect, I would recommend this school to any family considering a school for their children. The administration and teachers seem to really care about the education and safety of my son. Issues that I have brought to the attention of his teachers get consideration and action. I really appreaciate that.
—Submitted by a parent


Posted April 17, 2007

Both my son's have attended Pepper Drive, my youngest is still attending and I have to say that this will be his last year. The only positive thing I can say about Pepper Drive is my youngest son's Kindergarten teacher was great! I have only negative feelings about my experience Pepper Drive School.
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

872

Change from
2012 to 2013

-23

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

10 / 10


API Growth scores over time

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

API Growth scores by subgroup

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

This school's
API score

872

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

-23

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

9 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

10 / 10

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

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

89 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
69%

2011

 
 
70%

2010

 
 
74%
Math

The state average for Math was 65% in 2013.

89 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
78%

2011

 
 
76%

2010

 
 
78%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

83 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
62%

2011

 
 
40%

2010

 
 
59%
Math

The state average for Math was 66% in 2013.

84 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
87%

2011

 
 
72%

2010

 
 
76%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

73 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
86%

2011

 
 
78%

2010

 
 
76%
Math

The state average for Math was 72% in 2013.

73 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
87%

2011

 
 
81%

2010

 
 
86%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

76 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
82%

2011

 
 
59%

2010

 
 
80%
Math

The state average for Math was 65% in 2013.

77 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
82%

2011

 
 
60%

2010

 
 
71%
Science

The state average for Science was 57% in 2013.

77 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
77%

2011

 
 
65%

2010

 
 
70%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

65 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
71%

2011

 
 
67%

2010

 
 
66%
Math

The state average for Math was 55% in 2013.

65 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
59%

2011

 
 
59%

2010

 
 
64%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

The state average for Algebra I was 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 60% in 2013.

78 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
80%

2011

 
 
77%

2010

 
 
73%
Math

The state average for Math was 52% in 2013.

78 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
77%

2011

 
 
78%

2010

 
 
75%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

The state average for Algebra I was 50% in 2013.

89 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
70%

2011

 
 
74%

2010

 
 
61%
English Language Arts

The state average for English Language Arts was 57% in 2013.

91 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
78%

2011

 
 
75%

2010

 
 
76%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

94 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
56%

2011

 
 
58%

2010

 
 
53%
Science

The state average for Science was 67% in 2013.

91 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
82%

2011

 
 
76%

2010

 
 
69%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

All Students63%
Females55%
Males70%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged57%
Not economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability66%
English learner39%
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate70%
Parent education - some college (includes AA degree)58%
Parent education - college graduate73%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students64%
Females64%
Males64%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged59%
Not economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability65%
English learner39%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate63%
Parent education - some college (includes AA degree)62%
Parent education - college graduate77%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students58%
Females64%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged44%
Not economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability59%
English learner31%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)61%
Parent education - college graduate63%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students83%
Females87%
Males79%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)97%
Economically disadvantaged80%
Not economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability85%
English learner56%
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate85%
Parent education - some college (includes AA degree)84%
Parent education - college graduate81%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students74%
Females80%
Males70%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged68%
Not economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate74%
Parent education - some college (includes AA degree)75%
Parent education - college graduate78%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students81%
Females77%
Males84%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino89%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged77%
Not economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate83%
Parent education - some college (includes AA degree)80%
Parent education - college graduate89%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students63%
Females77%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged61%
Not economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability64%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate60%
Parent education - some college (includes AA degree)74%
Parent education - college graduate69%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students70%
Females67%
Males72%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged64%
Not economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate72%
Parent education - some college (includes AA degree)70%
Parent education - college graduate65%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students65%
Females70%
Males62%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged59%
Not economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate68%
Parent education - some college (includes AA degree)65%
Parent education - college graduate71%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students83%
Females84%
Males82%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged85%
Not economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate57%
Parent education - some college (includes AA degree)95%
Parent education - college graduate82%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students76%
Females68%
Males82%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged77%
Not economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability77%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate53%
Parent education - some college (includes AA degree)90%
Parent education - college graduate82%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not 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

English Language Arts

All Students67%
Females70%
Males64%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged61%
Not economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability68%
English learner20%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate63%
Parent education - some college (includes AA degree)74%
Parent education - college graduate78%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students79%
Females80%
Males78%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged75%
Not economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability80%
English learner53%
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate79%
Parent education - some college (includes AA degree)78%
Parent education - college graduate94%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Algebra I

All Students61%
Females62%
Males62%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)61%
Economically disadvantaged57%
Not economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability65%
English learnern/a
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate63%
Parent education - some college (includes AA degree)57%
Parent education - college graduate69%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students75%
Females81%
Males68%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged72%
Not economically disadvantaged78%
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 graduate76%
Parent education - some college (includes AA degree)67%
Parent education - college graduate76%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not 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

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not 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

History - Social Science Grade 8 Cumulative

All Students57%
Females58%
Males57%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)52%
Economically disadvantaged53%
Not economically disadvantaged62%
Students with disabilityn/a
Students with no reported disability60%
English learnern/a
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate54%
Parent education - some college (includes AA degree)52%
Parent education - college graduate53%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students74%
Females81%
Males68%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged65%
Not economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate72%
Parent education - some college (includes AA degree)73%
Parent education - college graduate76%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
White 48%
Hispanic 36%
Two or more races 7%
Black 3%
Asian 2%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 60%N/AN/A
English language learners 14%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 14%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • Debbie Brenner
Fax number
  • (619) 956-5114

Resources

Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
School leaders can update this information here.

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1935 Marlinda Way
El Cajon, CA 92020
Phone: (619) 956-5100

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