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GreatSchools Rating

Torrey Pines Elementary School

Public | K-5

 
 

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:
No new ratings
2013:
Based on 4 ratings
2012:
Based on 1 rating
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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21 reviews of this school


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Posted October 5, 2013

School performs because of the students (they take the tests reflected in the API), parent volunteers and their financial contributions to fill budget gaps along with the parent's high expectations who value education and insist their children are prepared for the future. 80% of the teachers are amazing and the other 20% are the typical losers that exist everywhere (thanks to the union). Hopefully the new Principal will impact these slackers who teach so they have summers off. They look/act like their jobs are a joke and harrass the kids daily due to their own personal misery. The new Principal is a long overdue, welcomed change. It's unlikely she'll tolerate the staus quo and will fix whatever messes the previous principal ignored or was afraid to address. Doubt she'll participate in the quid pro quo that's been so prevalent nor teach to the test for the coveted, competitive school ratings while pushing the kids beyond reason. Cookies, candy, no bathroom breaks, teacher stapling arm, belittling, fear, humiliation, homework due to time wasted during the day and deliberate indifference. Yep, it's all here and hopefully gone with the new Principal.........
—Submitted by a parent


Posted May 16, 2013

Jim Solo the principal is amazing! Runs a tight ship but the kids are well prepared for middle school with the outstanding staff and teachers!
—Submitted by a parent


Posted May 7, 2013

Its location is the best perhaps in whole California. Its name is great: Torrey Pines. The principal is great (Mr. Solo). Kids are great. Teachers are good. It is heterogeneous. It is the future of primary school in my opinion. I have 2 kids there and they are happy.
—Submitted by a parent


Posted May 7, 2013

I am surprised to hear negative comments about the school and the principal. Mr. Solo is out every single morning greeting students by name, talking to parents, directing traffic, picking up items for the lost and found, etc. He is completely dedicated to the school and has high standards for his staff and students. The teachers are competent and compassionate. My son is thriving and is reading well ahead of other kids his age that attend other schools. The parents of the other students are involved and friendly. Each of them knows my child and we all sort of look after each other. It is a fantastic, positive atmosphere. I don't know of a school out there that is not focused on test scores... until we change this backward system, that is what it is going to be like. I feel really lucky to have my son here.
—Submitted by a parent


Posted April 1, 2012

The school is outstanding in all ways with teachers/staff and parents and the principal dedicated to making it a strong learning environment while addressing the needs of the whole child. The children are learning in a dynamic way with lots of activities and resources, art, music, PE, and extra tech and science in all grades; the results are high scores, but that is not the goal of the principal. More importantly, the results are kids excited about learning and treated respectfully. They are creative thinkers and performing at the levels they can--which are high. The relationship the school has with the YMCA across the road enhances the PE, before and after school programs, and enrichment clubs. Perhaps another parent was turned off by the fund-raising, but without it we would not have such an excellent school and community, because the budget has been cut so much by the state.
—Submitted by a parent


Posted November 21, 2011

Because of the principal, this school is not as great as it seems! The good is that the majority of teachers is well prepared and dedicated and parents are very much involved in the many activities and in their children's lives and education. Unfortunately the principal is a very insensitive, rigid and cold person, he is focused exclusively on scores and money and he doesn't take in consideration important aspects of child's psychology. I must say that a good school is not measured only by scores, from the number of Promethean boards and the amount of money raised by the foundation, other things are more important: the children themselves and their mental, emotional and social development, after all, don't forget that this is an elementary school, not a bank.
—Submitted by a parent


Posted September 20, 2010

My daughter is in her second year at Torrey Pines, and so far, I'm very happy with the school. Aside from the outstanding academics (I am continually amazed by what she is learning), I really appreciate all of the "extras" the school offers from kindergarten up (pairing older "reading buddies" with new readers, class vegetable gardens, art, music, science, P.E., etc.). The fundraising required to do this is a little relentless, but worth it in the end. Another thing that has really impressed me is the focus the school places on good citizenship. My daughter attends on-site aftercare (K-5) and I'm continually impressed with the kindness of all of the kids I meet, and their willingness to help out the younger children.
—Submitted by a parent


Posted September 17, 2010

This school's focus is on looking like an exceptional school, not necessarily being one. We have been here for two years. Things started well enough and many teachers are great. The trouble comes when your child needs something more or something different. The policy is "Fit in or get out". For the hundreds of thousands raised per year *by parents* to support it, this school is not nearly as exceptional as it pretends to be.
—Submitted by a parent


Posted September 11, 2010

Watch out for this school. This school has many combo mixed classes where they will assign your third grade child to a combo grade 2 and grade 3 class that is 75 percent second graders with only a few (6)third graders. Most of the class time is therefore spent teaching the second grade students while your third grade student sits idly by doing self study without any teacher. Then, when asked to transfer your child, the TPES school principal refuses to transfer your third grader to a 100 percent third grade class saying that if he does, this will start a war with the other parents. He tells you he does not allow any transfers no matter what. So your child is now stuck in virtually a second grade class for the entire school year. Watch out for this school. It can severly hurt your child's education.
—Submitted by a parent


Posted September 7, 2010

Yes, I agree the school is too focused on scores. The principal is very rigid. He assigns classes without knowing all the facts, and then refuses to change class assignments once the facts have been explained to him.
—Submitted by a parent


Posted August 16, 2010

Our son has been in this school for a year, and I regret not having enrolled him sooner. The teachers are excellent at their job, the majority have been teacher for over 20 years. The principal is fantastic. I have spoken with other parents from other schools and they all wished Mr. Solo was their principal...As they say, Leadership starts at the top...and "The proof is in the Pudding..."
—Submitted by a parent


Posted May 29, 2009

great school! great teachers and great pals!
—Submitted by a parent


Posted January 18, 2009

This school is too focus on scores. There's no such thing as working with each child's academic issue and unwilling to individualize it. Principal is defensive when a parent try to address it rather than facilitate teacher and parents working together to help a student which is too bad.
—Submitted by a parent


Posted November 23, 2008

This is an excellent school. The teachers my daughter has had so far have been exceptional. Mr. Solo, the principal, makes it a point to learn every child's name and interacts with the kids on a daily basis. The parent involvement is like none I've ever seen. I am so impressed with the opportunities she has had here, from the Wednesday enrichment classes, to the opera, to the week spent in Old Town. We look forward to one more year here.
—Submitted by a parent


Posted November 6, 2008

Teachers are very nice and good educational environment. Parents are possitive to suppot the school.
—Submitted by a parent


Posted September 4, 2008

The principal of this school is wonderful! Mr. Solo is kind, competent and caring. The school is wonderful and the teachers are excellent. Great parental involvement that pays for extra classes.
—Submitted by a parent


Posted January 3, 2008

Great school! High academic standards but also lots of play and creativity. (For instance, the game Town in fifth grade, that teaches kids to run a town and businesses, is a great experience. So was the performance of the opera Rip van Winkle staged by the San Diego Opera with the fourth and fifth graders. The kids love the orchestra/band. I can go on.) The principal is accessible, friendly and highly competent. While he has turned this school into one of the best in SDUSD, he also cares deeply about disadvantaged children. The teachers are good and some are truly outstanding.
—Submitted by a parent


Posted September 27, 2007

The students are under pressure to perform and too stressed. The pricinpal runs the school like a business and is insensitive to social and emotional needs of the children and parents. The instructors are tightly controlled and several of the more empathetic teachers have left. Creativity, celebration and play are discouraged, even in kindergarten. There is too much homework to allow for family time. It s all about test scores. If you can afford the best tutors you ll do fine.
—Submitted by a parent


Posted April 10, 2005

This is the most awesome school. The teaching staff is attentive, creative and motivated. The administration - specifically the principal - is a fabulous leader who empowers his team to meet each child's needs and help them learn. The parent base is excited and participatory.
—Submitted by a parent


Posted August 25, 2004

Extreme emphasis on reading. Very little time for unstructured play. Excellent teachers, including awesome science teacher. Only 1 hour a month with the art teacher! No variety in PE classes. So overall high academics but needs improvement on extracurriculars.
—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

986

Change from
2012 to 2013

-4

API Statewide Rank
(2012)

10 / 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

986

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

-4

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)

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)

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.

77 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
96%

2011

 
 
99%

2010

 
 
96%
Math

The state average for Math was 65% in 2013.

77 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
99%

2011

 
 
100%

2010

 
 
100%
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.

95 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
93%

2011

 
 
96%

2010

 
 
100%
Math

The state average for Math was 66% in 2013.

95 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
99%

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 65% in 2013.

89 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
100%

2011

 
 
97%

2010

 
 
97%
Math

The state average for Math was 72% in 2013.

89 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
96%

2011

 
 
95%

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.

53 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
97%

2011

 
 
98%

2010

 
 
81%
Math

The state average for Math was 65% in 2013.

53 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
95%

2011

 
 
96%

2010

 
 
96%
Science

The state average for Science was 57% in 2013.

53 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
95%

2011

 
 
95%

2010

 
 
90%
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 Students98%
Females100%
Males97%
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)98%
Economically disadvantagedn/a
Non-economically disadvantaged99%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only99%
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 graduate98%
Parent education - declined to staten/a

Math

All Students98%
Females100%
Males97%
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)98%
Economically disadvantagedn/a
Non-economically disadvantaged99%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only99%
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 graduate98%
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 Students99%
Females100%
Males98%
African Americann/a
Asian100%
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)98%
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 graduate95%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students99%
Females100%
Males98%
African Americann/a
Asian100%
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)98%
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 graduate95%
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%
Females97%
Males92%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantagedn/a
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability98%
English learnern/a
Fluent-English proficient and English only95%
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 graduate89%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Math

All Students98%
Females100%
Males96%
African Americann/a
Asian100%
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)98%
Economically disadvantagedn/a
Non-economically disadvantaged99%
Students with disabilityn/a
Students with no reported disability99%
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 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 Students92%
Females91%
Males93%
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)94%
Economically disadvantagedn/a
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only94%
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 graduate93%
Parent education - declined to staten/a

Math

All Students97%
Females96%
Males97%
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)100%
Economically disadvantagedn/a
Non-economically disadvantaged98%
Students with disabilityn/a
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only96%
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 graduate95%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Science

All Students98%
Females100%
Males97%
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)97%
Economically disadvantagedn/a
Non-economically disadvantaged98%
Students with disabilityn/a
Students with no reported disability98%
English learnern/a
Fluent-English proficient and English only98%
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 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 60%
Asian 15%
Hispanic 13%
Two or more races 10%
Black 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 9%N/AN/A
English language learners 12%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

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

This school has not yet provided program information.


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8350 Cliffridge Avenue
La Jolla, CA 92037
Website: Click here
Phone: (858) 453-2323

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