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GreatSchools Rating

San Pasqual Union Elementary School

Public | K-8 | 558 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 1 rating
2012:
Based on 3 ratings
2011:
Based on 1 rating

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23 reviews of this school


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Posted February 21, 2013

We have been grateful to have our kids enrolled in this school for the last several years. The elementary school has been great for my oldest and the pre-K is excellent. Each teacher that we have encountered has been caring and dedicated to their students. The pre-K program is second to none and the quality of the curriculum is unmatched in the area. I continue to be amazed at what my preschooler has learned in a few short months. The administration is attentive and very involved with the day-to-day activities of the students. This is a small public school that has the feeling of a private school. All CA schools are making tough choices with reduced funds, but this school continues to put the needs of the kids and families first and makes the best of what they have! We will be moving out of state soon and we will miss this community and this school tremendously! We have not encountered an issue with excessive homework as well...my oldest has homework most nights but it is never an unreasonable amount. The school regularly communicates with families, using phone messages, Wednesday Folder, emails, etc. Our experience at this school continues to be a positive one.
—Submitted by a parent


Posted October 26, 2012

Generally a good school for K-5. But the middle school has a multitude of issues starting with the woman who ran it in her roll as Vice Principal. Her discipline methods were iron-fisted and ineffective. She was demoted, thankfully, but too late for those of us who had to endure the middle school years with her at the helm. The SPA kids created another set of social issues that were not handled very well by the administration. Last, but certainly not least, is the out of control "homework for homework's sake". Parents are encouraged to cut back on their children's after school enrichment activities in order to give them more time for homework. Expect 2-3 hours a night in middle school. Say good bye to dance class, Pop Warner and music lessons. The school has very little enrichment to offer the students outside of the academics, which puts the parents and students in a no win situation.
—Submitted by a parent


Posted February 10, 2012

SP is an outstanding school with an API of 889. There is a caring staff who takes pride in providing wonderful opportunities for all students. The ELL program sponsors a tutoring program after school, monthly parent educational meetings with opportunities for parent education, technology opportunities, and small group instruction each day utilizing the AVENUES PROGRAM. The GATE program provides hands on learning and research opportunities for students in grades 4-8. All students have the opportunity to participate in music programs, (band,chorus, general music), after school sports, cheerleading, Science Fairs, our state of the art technology lab, our outdoor garden program, and educational field trips including the Marine Science Floating Lab, Sixth grade outdoor education week, and a special science program at the San Diego Zoo's Safari Park for our 4th. graders including animal visits, a sleepover in the park, and special events. This one school district stands out as a jewel as the "Little School In the Valley." Our goal is to meet the needs of our diverse population, providing every student with a world class education.


Posted February 10, 2012

This is a fantastic school that has so much to offer considering its size and limited resources. Being a 1 school, school district, funds are limited, yet commitment of the staff is not. If you are looking for a small (private school like atmosphere) school, where your child will not get "lost" in the crowd, this is a great option. It is true that if you have a child with special needs you may be frustrated with the resources available to you. If your child truly needs extra resources they might be better served in a larger district that can provide more options. Coming from a family of educators, we truly feel blessed that our children are being educated in this environment.
—Submitted by a parent


Posted March 7, 2011

For average to above average general education students this is a terrific school. But for those students who have special needs this school struggles mightily to provide services for these students. We have had to move or special needs student to another school after almost 3 years of trying to work with SPU.
—Submitted by a parent


Posted May 23, 2010

This school is EXCELLENT. Small country feeling, great Teachers, great feeling of care here compared to other schools and it ranks 9 out of 10. No problems at all with gangs, rock solid learning.
—Submitted by a parent


Posted January 16, 2010

Excellent school with dedicated staff, great before and after-school program (Kids' Club). This school has a variety of after school events, family functions and community awareness programs. As it stands alone as its own district, I believe it provides the best of public school education with many of the benefits of a private school.
—Submitted by a parent


Posted February 21, 2009

My three children attended this school. My youngest now in the 7th grade. It was a wonderful experience during the elementary years. The school is very nice, in a beautiful and safe location with better than average teachers. However, all middle school classes are taught by just a few teachers and the school doesn't offer electives that would be available at a larger middle school. They have a small athletic program. But, overall even with my concerns, my older children transitioned well to High School and my oldest went on to college on an athletic scholarship. There are pluses and minus with a small school just like there are with a larger school. My choice would still be the smaller school.
—Submitted by a parent


Posted January 21, 2008

School community provides children with a safe enviroment to learn. Bullying is not as big of an issue as a at 'regular' middle school. Teachers have high expectations of student learning, but are willing to help students in need. Although there are no electives offered at the school, academics are stressed and studnets are provided with extra long math and language arts blocks to make sure all the stanards are taught. Character education is a big part of daily language. I would rather my children be prepared for the rigor of high school than be able to 'take wood shop'. The middle school does put on a HUGE musical at the end of every year. A great place for children to grow and learn.
—Submitted by a parent


Posted June 19, 2007

Well, San Pasqual gave me the experience of a life time in my short amount of time there I learned so much and I when I went to my high school registration what they told me was the San Pasqual are among the most prepared schools. Also, our school is a family i'm sure we are all well aware of the small school and that also was an advantage we watch out for we each other and we love each other we therefore are a family and we had the most amazing teachers K-8th I m so shocked that everyone is saying that San Pasqaul isn t prepared enough when board members from all over California give San Pasqaul awards for outstanding SAT scores. I came in 6th grade and at every other school I ve been to I had no welcome like San Pasqaul. There are no words except amazing for San Pasqaul.
—Submitted by a former student


Posted May 18, 2007

I have had my kids at the school from K-8 and my youngest will graduate in a few weeks. Overall is was a good experience but I was not very happy with the middle school experience. I found my children were no longer nurtured and were often treated as failures if they didn't excel just as another parent said in an earlier post. This school is beautiful and a very safe environment. On the surface it has very few problems if any. By middle school however, children are no longer nurtured and are often treated as failures if they don't excel. Giftedness is not celebrated and failures are exasperated. Expectations of students are almost at high school level, with the claim that teachers are preparing students for the transition into 9th grade.
—Submitted by a parent


Posted April 24, 2007

I was shocked to see a few negative comments about this school because I can't say enough good things about it. When I talk to other parents about it, I feel like I sound like a spokes person. My oldest started kindergarten in Fall 2006 and my husband, son and I are so so happy with this school! We couldn't be more thrilled about his teacher who celebrates both his strengths and encourages him during times of difficulty. I always feel informed and up to date on my son's progress and what's going in his class and school as a whole.
—Submitted by a parent


Posted September 19, 2006

This school is not prepared for children with disabilities. There is a really great kindergarten teacher there.
—Submitted by a parent


Posted September 18, 2006

I'm really not sure how I feel about the school. I think it's really unorganized. I had my child in private school and I really enjoyed the discipline, communication and the knowledge about my questions. I have already had some problems with the after school program at SP union school. I don't think my child will return next year.
—Submitted by a parent


Posted March 7, 2006

Wonderful country school in a suburban neighborhood. Essential skills are stressed in K-4 so students are prepared to do integrated problem solving. Each year the board tries to put into place better ideas/programs to help the students attain their maximum potential and to narrow the achievement gap. Dedicated staff and administration who really care about the students makes it an ideal place to learn.
—Submitted by an administrator


Posted February 4, 2005

Great lower grade teachers and exceptional 7th & 8th grade history teacher. Dedicated good teachers. Principal is also the superintendent. The school board consists of at least two friends of the principal who ran for the board at his request. No computer lab. Students are asked to provide laptops in 6th grade. Fairly irregular training on laptops and occasional typing lessons. Many decisions are made without polling or stating what the subject of the board meetings will be about ahead of time on the bulletin board. Therefore, many important discussions are held and decisions are made by a small group of people-- not the parent community. No Avid program. Pay for Spanish lessons, pay for chess, pay for drama except for 1 play per year. Annual trip to camp for 6th grade. Parent's must pay for it even though part of the curriculum. Any fund raising is restricted to principal's descretion.
—Submitted by a parent


Posted September 1, 2004

All the teachers that my children have had during the 2002-2004 schools years have been wonderful. They support the childrens needs wonderfully and have all been a conerstone in my childrens educational career. Since the school was built in a neighborhood enviornment it has been able to blossom as a safe place to send our kids 7 hours a day.
—Submitted by a parent


Posted August 12, 2004

We left this school because of problems. Many thefts(including my son's lap-top computer) because students were required to leave backpacks outside of classroom. Only students who's parents 'ran thing' or worked for school got to represent school at competitions regardless of who actually won the contest at the school to represent the school(ie math days, science fair). 'Student of the Month' always went to an employee's child. Principle is more interested in honors than in the students. Parents who live in the prestigious Rancho San Pasqual are openly hostile to those who do not.
—Submitted by a parent


Posted July 17, 2004

This school is beautiful and a very safe environment. On the surface it has very few problems if any. Most teachers and staff members have the best intentions. Students are, for the most part, respected. By middle school however, children are no longer nurtured and are often treated as failures if they don't excel. Giftedness is not celebrated and failures are exasperated. Expectations of students are almost at high school level, with the claim that teachers are preparing students for the transition into 9th grade. The nurturing, encouragement and aiding of individuals in this time of critical growth is almost nonexistent.
—Submitted by a parent


Posted May 30, 2004

The school setting and teachers are dedicated, especially in the upper grades. I like the pillars of characters model and appreciate the traditional three 'R's' curriculum. I believe that the best thing that can happen to our school is more parental involvement and therefore awareness of how money is being used, what needs improvement etc. Parents ideally should be considered equal partners by the school and not have only a few parents running things. The school has decent scores but considering the demographics/dynamics of the school, they should be higher. We have less after school activities than most of the other neighborhood schools. The teachers' union president states that up to date supplies, smaller class sizes and money are the solutions. These factors do not make kids learn. Dedicated, top-notch, parents and teachers make the difference! Become more involved & informed! The result will be higher performing schools, students, teachers and happier taxpayers.
—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

882

Change from
2012 to 2013

+19

API Statewide Rank
(2012)

8 / 10

API Similar Schools Rank (2012)

2 / 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

882

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

+19

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 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

8 / 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)

2 / 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.

55 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
62%

2011

 
 
54%

2010

 
 
67%
Math

The state average for Math was 65% in 2013.

55 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
65%

2011

 
 
72%

2010

 
 
71%
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.

68 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
57%

2011

 
 
54%

2010

 
 
61%
Math

The state average for Math was 66% in 2013.

68 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
71%

2011

 
 
75%

2010

 
 
74%
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.

44 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
87%

2011

 
 
83%

2010

 
 
85%
Math

The state average for Math was 72% in 2013.

45 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
76%

2011

 
 
73%

2010

 
 
87%
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.

72 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
71%

2011

 
 
84%

2010

 
 
74%
Math

The state average for Math was 65% in 2013.

73 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
64%

2011

 
 
76%

2010

 
 
75%
Science

The state average for Science was 57% in 2013.

73 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
74%

2011

 
 
87%

2010

 
 
79%
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.

62 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
78%

2011

 
 
80%

2010

 
 
73%
Math

The state average for Math was 55% in 2013.

62 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
75%

2011

 
 
85%

2010

 
 
71%
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.

68 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
77%

2011

 
 
79%

2010

 
 
76%
Math

The state average for Math was 52% in 2013.

68 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
68%

2011

 
 
73%

2010

 
 
73%
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.

33 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
37%

2011

 
 
44%

2010

 
 
52%
English Language Arts

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

63 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
75%

2011

 
 
77%

2010

 
 
71%
General Mathematics (Grades 6 & 7 Standards)

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

33 students were tested at this school in 2013.

2013

 
 
54%

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.

66 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
68%

2011

 
 
75%

2010

 
 
61%
Science

The state average for Science was 67% in 2013.

63 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
73%

2011

 
 
82%

2010

 
 
72%
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 Students74%
Females82%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged45%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability77%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate86%
Parent education - graduate school/post graduate83%
Parent education - declined to staten/a

Math

All Students77%
Females79%
Males74%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged55%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
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 graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate82%
Parent education - graduate school/post graduate89%
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 Students57%
Females54%
Males61%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged14%
Non-economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability58%
English learner15%
Fluent-English proficient and English only67%
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)53%
Parent education - college graduate64%
Parent education - graduate school/post graduate76%
Parent education - declined to staten/a

Math

All Students64%
Females60%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged29%
Non-economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability63%
English learner38%
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 graduaten/a
Parent education - some college (includes AA degree)67%
Parent education - college graduate68%
Parent education - graduate school/post graduate71%
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 Students80%
Females96%
Males62%
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)82%
Economically disadvantagedn/a
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate84%
Parent education - graduate school/post graduate87%
Parent education - declined to staten/a

Math

All Students74%
Females87%
Males59%
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)86%
Economically disadvantagedn/a
Non-economically disadvantaged78%
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 graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate84%
Parent education - graduate school/post graduate69%
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 Students75%
Females78%
Males72%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantagedn/a
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability77%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)60%
Parent education - college graduate90%
Parent education - graduate school/post graduate79%
Parent education - declined to staten/a

Math

All Students66%
Females58%
Males73%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantagedn/a
Non-economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talented87%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)60%
Parent education - college graduate90%
Parent education - graduate school/post graduate61%
Parent education - declined to staten/a

Science

All Students71%
Females69%
Males73%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantagedn/a
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented87%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)73%
Parent education - college graduate86%
Parent education - graduate school/post graduate71%
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 Students76%
Females77%
Males75%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantagedn/a
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talented91%
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 graduate88%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Math

All Students73%
Females73%
Males72%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantagedn/a
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented100%
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 graduate81%
Parent education - graduate school/post graduate94%
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
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students78%
Females79%
Males77%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantagedn/a
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate79%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students67%
Females69%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantagedn/a
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only72%
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 graduate64%
Parent education - graduate school/post graduate88%
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 Students94%
Females95%
Males91%
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)96%
Economically disadvantagedn/a
Non-economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only94%
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 graduate100%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

English Language Arts

All Students78%
Females78%
Males77%
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)88%
Economically disadvantaged42%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
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 graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate79%
Parent education - graduate school/post graduate82%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students54%
Females53%
Males54%
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)71%
Economically disadvantaged36%
Non-economically disadvantaged62%
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only59%
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 graduate58%
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
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students68%
Females68%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged43%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability72%
English learnern/a
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 graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate65%
Parent education - graduate school/post graduate77%
Parent education - declined to staten/a

Science

All Students83%
Females76%
Males95%
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)90%
Economically disadvantaged67%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate75%
Parent education - graduate school/post graduate91%
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 State average
White 67% 27%
Hispanic 24% 51%
Asian 4% 11%
Two or more races 3% 3%
American Indian/Alaska Native 1% 1%
Black 1% 7%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 17%N/A54%
Source: NCES, 2010-2011

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School basics

School Leader's name
  • Gary Wilson
Fax number
  • (760) 745-2473

Resources

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

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15305 Rockwood Road
Escondido, CA 92027
Website: Click here
Phone: (760) 745-4931

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