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GreatSchools Rating

La Jolla Elementary School

Public | K-5 | 600 students

a school community who cares deeply about meeting the needs of our students
 
 

 
 

Living in La Jolla

Situated in a suburban neighborhood. The median home value is $810,000. The average monthly rent for a 2 bedroom apartment is $1,690.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 3 ratings
2013:
Based on 1 rating
2012:
Based on 3 ratings
2011:
Based on 4 ratings

Teacher quality

Principal leadership

Parent involvement

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23 reviews of this school


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Posted June 8, 2014

I have 2 children who have gone thru La Jolla Elementary; my youngest is about to graduate 5th grade this week. Our time at LJES has been a fantastic experience. I know many judge schools by test scores (which by the way are great) but I judge a school on a more personal level. My children have excelled both academically and socially. The school is driven by its Principal Ms. Trippi, who deeply cares about every student in her school. She is at the school 24/7 and beyond that she attends every event the school supports. No school can ever ask for a more dedicated leader. What makes LJES such an outstanding school is its staff. To the teachers, it is not just a job, it is their passion. We have been very happy with the education and environment our children have had for the past 9 years. The teachers and staff really care, LJES is a family. Lastly, Family is a key; the parental involvement is what makes this school a Village . From poetry readings to concerts to events at the school the parents are there every step of the way. Our family wants to thank everyone, Principal, Teachers, Staff and Parents on 9 fantastic years; we will deeply miss our Village!
—Submitted by a parent


Posted June 7, 2014

A quick note on PE safety at this school. Our son in fifth grade two weeks ago broke his leg due to the PE teacher having the students play soccer without shin guards. In league play within La Jolla and the county, no coach would have a child play or do drills without shin guards. The school was cavalier about the injury and the accident is a sad symbol as our son graduates LJES in the face of a long hot summer while wearing a cast up to his thigh. The school is fine for over-achieving students and Gate Seminar children. The school is discernibly deficient and inconsistent with regard to children challenged by dyslexia, audio processing issues, and other common learning disorders. LJES pays highest attention to test scores and state rankings rather than community obligation to all children irrespective of their talents and aptitude. Our children had the benefit of the Gate Seminar program and the missing benefit of dyslexia strategies. Perhaps it is the school district too caught in this dysfunctional dynamic. Poway schools, by comparison, are looking finer than this.
—Submitted by a parent


Posted March 30, 2014

The Principal has been at this school too long and needs to be transferred to another school. There are too many conflicting relationships and exclusions if you're outside her circle. This is a Public school that needs to function as one. The Foundation Fundraising needs to be audited on a regular basis. Checks and balances are missing. Monetary gifts to teachers, access to parents vacation homes, parents inappropriately hired to substitute teach - all need to be reviewed by the District. Quid pro quo thrives here.
—Submitted by a parent


Posted October 19, 2013

If you complain about a teacher or close friend of the Principle you will be retaliated against and not a single parent can or will risk helping you for fear their child will be hurt in some way. Beware.
—Submitted by a parent


Posted December 30, 2012

I have had two children go through La Jolla Elementary and have been very pleased. Both of my children seemed to thrive at the school and have done well academically in Middle School. I really liked the focus on visual and performing arts in the daily curriculum and after school science program. I also like the way most parents were involved at the school and in the classroom.
—Submitted by a parent


Posted December 20, 2012

Quality depends on the teacher. The scores of the school are good because they teach to the test! We had a wonderful 4th grade teacher, but then 5th grade was terrible (Room 14), the perfect example of public education. Grammar was never taught, nor history, since these subjects are not "tested". The 5th grade teacher did not correct the weekly essays and returned them until the end of the year and never covered history nor grammar which is fundamental. The full day in school was spent reading with buddies..or practicing the answers for the tests.. Math was much better. When I compare the work my daughter is now doing in a private school, there is not even a comparison. The parent involvement is wonderful and a nice group of kids, but the level of education is mediocre. When we asked the principal whey there were no vocabulary, grammar books and history was not even taught, her response was because the district does not require it. Del Mar SD is much better, they teach vocabulary, grammar and history and use the books and workbooks even if not tested for it.Do not get impressed by the scores of this school, they teach to the test.
—Submitted by a parent


Posted November 27, 2012

Great school. Wish the Principal would reply to our request to meet. We've met with the teacher. My impression is they would rather not deal with the parents... We've put three children through the school over the last 15 years. This is the first time we have asked Ms. Tripi for a brief meeting after meeting with the teach with some concerns about our child. She does not even reply or delegate someone to reply, or even bother to have some automated response stating she'd love to reply but is just too busy.. just something. It's not rocket science. Maybe she could use the hour a day she directs traffic and do actual principal work.
—Submitted by a parent


Posted September 21, 2011

The principal is amazing. She has high standards for all kids -- which is demonstrated in the test scores. The person who complained about her use of the bullhorn clearly hasn't been at the school long -- and doesn't really know that much about what goes on there. The principal needs the bullhorn at pickup, when hundreds of parents are trying to pick up their kid at the same time. As another reviewer said, there is so much noise the kids wouldn't be able to hear their name if she didn't use the bullhorn. Pickup is stressful because the school has so many students -- and because some parents illegally park, do U-turns directly in front of the school, and disregard the safety of all children except their own. As for the comment about the principal's attitude toward other races, again, this reviewer doesn't know the principal or the school, because that is not true.
—Submitted by a parent


Posted September 20, 2011

The reason the principal has a bull horn is that she is responsible for the safety of hundreds of children. There is a tremendous amount of noise during pick up and this is the only way for her to get everyone's attention. I have worked the pick up, and the current system is by far the best for the safety of all the children. As far as the attitude towards other races, I am completely blown away by this comment. What we love about this school is the feeling of community, and this feeling comes directly from Ms. Tripi! She cares about every child in that school, her passion is the driving force behind the success of La Jolla Elementary. It sounds like you are new to the school since you have a kindergartener. Please volunteer and get involved with the parents and teachers. I am sure you will then realize what a specail place our school is.
—Submitted by a parent


Posted April 19, 2011

LJES is a great school. Yes, the principal can be tough on people who are trying to get into the school when they don't live within the boundaries set by the district. She has to be. People are frequently pretending to be residents in order to get their child enrolled at La Jolla public schools. In the past, if you have a highly gifted child, it used to be that people who lived elsewhere could send their child to LJES for its special "Seminar" program. But now, because of the influx of neighborhood children, there is only room for La Jolla children in that program. The downside of the popularity of LJES is that the school's enrollment has risen dramatically in recent years. There are now 620 children. Dropoff and pickup is very difficult and requires patience on everybody's part. And finally, yes, there is an amazing kindergarten teacher. She is a legend and everybody wants her. Can every child be in her class? Of course not. The other K teachers are really good. One of my kids had the famed teacher, another did not. They both loved their teachers and learned a lot.
—Submitted by a parent


Posted January 16, 2011

I find it funny that a parent claims to be turned away from a school where by law, they have to take all children that live IN THE DISTRICT. I am certain that if any child was turned away, it is because so many residents who pay taxes to attend LJES see it as an outstanding education and community and CHOOSE to send their children to the school because it is their LEGAL right. Both LJES and Donna Trippi are amazing. I pinch myself everyday for the opportunity to send my child to a school with such an incredible community and outstanding parent involvement. This is NOT a private school. If you are looking for 15 kids in a class, minimal diversity in socio-economics, art every day, gardening, catered lunches and the ability to be a non-participating parent, then LJES is not the right place for you...spend the $10,000+ at a private school and get the same eductaion...but don't come with negativity, complain and not offer your help. LJES strives to be a positive community where the childrens' best interests come first, not the parents' social networking and absent behavior. LJES...I love it. I treasure it, and I am thankful for it.
—Submitted by a parent


Posted June 10, 2008

My child attends La Jolla Elemtary after not being able to read in the 2nd grade at a private school. I hesitated to make the change because it was Nov. of 2007. La Jolla Elementary has been a breath of fresh air! I been pleasantly surprised, the teachers are much more experienced ,and the level of academics is far superior than all the other private schools my child has been (3 others). Donna Trippi, the principal is great! She is a gifted educator, a master problem solver, a great person and a true professional. She attracts and retains the best caliber of teachers. The resource educators are excellent! Mrs. Cirullo and Mrs. Zeinchner are goal oriented, they focus on achiving positive results . In just a few months my child is reading very well, eager to do homework and math, and exited about learning and school. La Jolla Ele. is excellent!
—Submitted by a parent


Posted July 17, 2007

I have had my three kids in La Jolla Elementary since we arrived from another country almost four years ago. My kids and I have been really happy with the school, the teachers, the principal and the parents involvement. It is a great community.
—Submitted by a parent


Posted June 28, 2007

Our son just finished Kindergarten. It has been a fantastic year, our son has thrived and we can not believe how much he has learned in 1 year! His teacher Ms. Jessica is fantastic, as well as everyone else at this school. There are so many activities and events which involve the whole family; we feel this is not just our school but also our community. I know in La Jolla there are a lot of choices of where to send your children, and we looked at them all. To those parents who are looking at private schools, we have friends who have made that choice, but I can not imagine they can have a better experience as we have in the past year.
—Submitted by a parent


Posted June 10, 2007

This school academically is less than to be desired. Students seemed to be pushed through regardless of grades. Coming from a private school to this public school institution was quit an eye opener. Although, in an affluent neighborhood, I found the children wild, unruly, and worldly. I opted not to finish the year due to all the disturbing things I saw and heard. I for one cannot understand how this school obtained its reviews and rating. My experience has been a complete and utter nightmare.
—Submitted by a parent


Posted May 20, 2007

Ms. Tripi is absolutely wonderful and is truly an exceptional leader. She is totally dedicated to the children and to the school. She is approachable and friendly and sets high standards. The teachers are excellent and available to parents after school. I feel my children are receiving an incredible education and I really couldn t happier. The schools PTA organization puts on some incredible events that really create a sense of community. The parent involvement is awesome! It is a great school all around!
—Submitted by a parent


Posted April 2, 2007

Fantastic School. Principal Tripi is firm but well-respected and does a great job of managing the school. The teachers are excellent. This is our third year with the school (two children) and we are thrilled with the caliber of the teaching. Teachers are readily accessible after school in person, and daily via e-mail. The fund raising foundation raises a huge amount of money to finance Art and Computers and many wonderful 'extras' you don't expect to find in Public School.
—Submitted by a parent


Posted September 18, 2006

One wonderful thing about LJES is the Foundation which raises substantial funds for the school. It provides art, music, PE, landscaping, additional teachers, etc. It's almost like a hybrid public/private school. Also, the community of families is great.
—Submitted by a parent


Posted April 2, 2006

The principal has worked very hard to bring the test scores up in this school. Which is good and bad. The test scores are high but the teachers seem to teach to the test. It is a very affluent neighborhood so there is quite bit of extra funding. There is art once every two weeks which could definitely be increased given the funding that exists... However none fundamental (math, reading, writing) are not a priority here. P.E. is once a week, music once a week and no language or focus on Spanish despite being right near the border. It also has a pretty homogenous core of families (primarily white uppper class) and consequently there is not a lot of sensitivity to other cultures or economic class. The primarily Spanish kids who are bussed in are mostly overlooked... Its a pity because there culture and language could really enrich the school.
—Submitted by a parent


Posted October 31, 2005

We love this school. Tons of parent participation and involvement. Opportunities to help are great. The teachers are wonderful. We have been very happy with all of them so far. The principal is very hands on, sometimes stern but always fair. There is an art class 1 X week, music and PE also. Brand new library and upgraded technology in all classrooms and library. Using special math course 'Everyday Math' also the MARE science kits. All purchased through PTA and parent contributions.
—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

982

Change from
2012 to 2013

-3

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

9 / 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

982

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

-3

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)

10 / 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)

9 / 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.

104 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
95%

2011

 
 
96%

2010

 
 
90%
Math

The state average for Math was 65% in 2013.

104 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
97%

2011

 
 
98%

2010

 
 
96%
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.

123 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
90%

2011

 
 
85%

2010

 
 
88%
Math

The state average for Math was 66% in 2013.

123 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
99%

2011

 
 
94%

2010

 
 
95%
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.

122 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
93%

2011

 
 
97%

2010

 
 
99%
Math

The state average for Math was 72% in 2013.

124 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
96%

2011

 
 
100%

2010

 
 
98%
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.

110 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
93%

2011

 
 
92%

2010

 
 
93%
Math

The state average for Math was 65% in 2013.

110 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
96%

2011

 
 
99%

2010

 
 
100%
Science

The state average for Science was 57% in 2013.

110 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
92%

2011

 
 
96%

2010

 
 
94%
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 Students94%
Females98%
Males91%
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)96%
Economically disadvantagedn/a
Non-economically disadvantaged96%
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 graduate96%
Parent education - declined to staten/a

Math

All Students97%
Females98%
Males96%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino92%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)99%
Economically disadvantagedn/a
Non-economically disadvantaged98%
Students with disabilityn/a
Students with no reported disability99%
English learnern/a
Fluent-English proficient and English only97%
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 graduate97%
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 Students87%
Females84%
Males90%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantagedn/a
Non-economically disadvantaged88%
Students with disability75%
Students with no reported disability88%
English learner31%
Fluent-English proficient and English only94%
Migrant educationn/a
Gifted and talented95%
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 graduate87%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a

Math

All Students97%
Females96%
Males97%
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)100%
Economically disadvantagedn/a
Non-economically disadvantaged97%
Students with disability100%
Students with no reported disability96%
English learner77%
Fluent-English proficient and English only99%
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 graduate97%
Parent education - graduate school/post graduate97%
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 Students98%
Females98%
Males98%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino88%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantagedn/a
Non-economically disadvantaged99%
Students with disabilityn/a
Students with no reported disability99%
English learnern/a
Fluent-English proficient and English only99%
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 graduate100%
Parent education - graduate school/post graduate98%
Parent education - declined to staten/a

Math

All Students100%
Females100%
Males98%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino94%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantagedn/a
Non-economically disadvantaged100%
Students with disability91%
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
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 graduate100%
Parent education - graduate school/post graduate100%
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 Students94%
Females100%
Males87%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino90%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantaged91%
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only96%
Migrant educationn/a
Gifted and talented95%
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 graduate94%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Math

All Students96%
Females98%
Males93%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino95%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)96%
Economically disadvantaged91%
Non-economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability98%
English learnern/a
Fluent-English proficient and English only97%
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 graduate97%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Science

All Students97%
Females100%
Males93%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino95%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)96%
Economically disadvantaged91%
Non-economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only97%
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 graduate97%
Parent education - graduate school/post graduate97%
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 69%
Hispanic 14%
Asian 8%
Two or more races 7%
Black 1%
American Indian/Alaska Native 0%

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 7%N/AN/A
English language learners 8%N/AN/A

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: CRDC, 2011-2012

Teacher resources

Special staff resources available to students Art teacher(s)
Librarian/media specialist(s)
Music teacher(s)
PE instructor(s)
Nurse(s)
School psychologist
Speech and language therapist(s)
Foreign languages spoken by school staff None
Read more about programs at this school
Source: Provided by a school official.

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Special education / special needs

Level of special education programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Staff resources available to students
  • Speech and language therapist(s)

Science, Technology, Engineering, & Math (STEM)

Clubs
  • Math club

Arts & music

Staff resources available to students
  • Art teacher(s)
  • Music teacher(s)
School facilities
  • Music room
Visual arts
  • Drawing / sketching
  • Painting
Music
  • Choir / Chorus
  • Instrumental music lessons

Language learning

Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Staff resources available to students
  • Speech and language therapist(s)
Clubs
  • Foreign language club: spanish

Health & athletics

Staff resources available to students
  • Nurse(s)
  • PE instructor(s)
  • School psychologist
School facilities
  • Access to sports fields
  • Kitchen
  • Multi-purpose room ("cafegymatorium")

Gifted & talented

Instructional and/or curriculum models used
  • Gifted / high performing
Extra learning resources offered
  • Acceleration
School leaders can update this information here.

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School basics

School start time
  • 9:00 am
School end time
  • 3:35 pm
Before school or after school care / program onsite
  • Before school: starts at 6:00 a.m.
  • After school: ends at 6:00 p.m.
School Leader's name
  • Donna Tripi
Best ways for parents to contact the school
  • Phone
Gender
  • Coed
Is there an application process?
  • Yes
Fax number
  • (858) 459-6918

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Core knowledge
  • Gifted / high performing
  • Standards-based
Specific academic themes or areas of focus

Don't understand these terms?
  • None
Bi-lingual or language immersion programs offered

Don't understand these terms?
  • No
Level of special education programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Foreign languages taught
  • None
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students

Resources

Staff resources available to students
  • Art teacher(s)
  • Librarian/media specialist(s)
  • Music teacher(s)
  • Nurse(s)
  • PE instructor(s)
  • School psychologist
  • Speech and language therapist(s)
Foreign languages spoken by staff
  • None
Extra learning resources offered
  • Acceleration
  • Counseling
Transportation options
  • School shares bus/van with other schools
School facilities
  • Access to sports fields
  • Internet access
  • Kitchen
  • Library
  • Multi-purpose room ("cafegymatorium")
  • Music room
School leaders can update this information here.

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Sports

Boys sports
  • None
Girls sports
  • None

Arts & music

Visual arts
  • Drawing / sketching
  • Painting
Music
  • Choir / Chorus
  • Instrumental music lessons
Performing arts
  • None
Media arts
  • None

Student clubs

Clubs (distinct from courses)
  • Chess club
  • Foreign language club: spanish
  • Math club
  • Student council/government
School leaders can update this information here.

Upcoming Events

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School culture

Dress Code
  • Dress code
Bullying policy
  • This school does not have a bullying and/or cyber bullying policy in place.
Parent involvement
  • Attend parent nights
  • Chaperone school trips
  • Join PTO/PTA
  • Organize cultural events
  • Organize fundraising events (school auction, bake sales, etc.)
  • Present special topics during curricular units
  • Serve on school improvement team or governance council
  • Tutor
  • Volunteer in the classroom
  • Volunteer time after school
School leaders can update this information here.

Apply

 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
Apply now
Notice an inaccuracy? Let us know!

1111 Marine Street
La Jolla, CA 92037
Website: Click here
Phone: (858) 454-7196

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