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Teacher quality
Principal leadership
Parent involvement
I wrote my 1st review in '07 when we began here and I thought I'd write a new review now that this is our last year. First, we LOVE that there is a 6th grade on this campus. If we could stay longer, we would. Despite economic cut-backs district-wide, Murdock has kept its policy of providing the BEST education via it's caring teachers, support staff, and principal. The PTA is fabulous. What continues to make the difference and fill in the gaps is the amount of support from the parents. On any given day, you will see parents volunteering their time making copies, stuffing folders, laminating, doing errands, walking the halls, supervising the fields at recess...it truly all adds up and makes a difference. Thanks to all at Murdock for a wonderful 7 years; we have made great friends, learned lots and will truly miss you & wish you well!
—Submitted by Bonnie, a parent
Our daughter was in EAK (Early Admission Kindergarten) at Murdock. I was a teacher at a local private school, and my husband and I hadn't considered public school as an option. We thought we'd try it for EAK and LOVED it. To say it is an outstanding school is truly not enough, and we have decided to send both of our children to Murdock. Mrs. Tavolazzi was patient, knowledgeable, kind, organized, and truly provided the best educational introduction these little students could have hoped for (as well as us parents!) We have heard wonderful things about the kindergarten teachers as well as many other teachers throughout the school. They are very strong in their field, & due to the strong interest in teaching at Murdock, must have many years of experience in order to teach at this particular school. They are accessible to families, and the number of volunteers here is astounding. I always felt welcome to come and help in the classroom and in the school. It is considered the strongest in La Mesa-Spring Valley School District, and I have no doubt after our time here that it is a very special place for any child during their educational journey.
—Submitted by a parent
Murdock is top quality. Lots of parent involvement, rigorous curriculum, great PTA, and a wonderful before and after school daycare program. I'm glad it now has sixth grade on campus.
—Submitted by a parent
Murdock has amazing teachers, tons of parent involvement, and a caring principal. Best public school in La Mesa.
—Submitted by a parent
The teaching is wonderful my child is well above kids in other schools at the same grade. But the front staff is rude! and the pparking is a nightmare.
—Submitted by a parent
I love Murdock! We are all like one big family. On any given day there could be more volunteers on campus than there is staff. We all just CARE!!
—Submitted by a parent
There is an overall spirit of success at Murdock. Teachers, Staff, students, parents and other volunteers all work toward a common goal, "every child learning, every day!" Where other schools offer some extra programs, Murdock strives to offer many through its PTA, Accelerated Reader, Field Trips, Art Docents, PE Docents, Cultural Arts Assemblies, and lots of After School Clubs to name a few.
—Submitted by a parent
I love that volunteers can come in to help their chid(ren)'s teachers and be a part of the school community. The teachers really care and teach to the best of their abilities, even with diminishing resources (aides and other support staff). You can work with the pricipal and his staff to make sure your child gets the best education, and know they are doing what is best for your child.
—Submitted by a parent
Murdock's teachers, staff, students and parents are passionate about creating and maintaining an extraordinary public education experience. The creativity and dedication of staff and abundant parent and extended family volunteers is enabling our students to achieve their best potential as students and good citizens. Murdock consistently scores extremely high on standardized tests to rank as a ten-ten (i.e. top) school. There is so much care, thought and activities put into creating a truly awesome Murdock community!!!
—Submitted by a parent
We Love Murdock becuase its a cool school with awsome teachers and staff who provide excellent reguard for the development of each of its students.
—Submitted by a parent
Murdock is a great public school. Last year we scored 918 on our API. The year before that we were at 907. That score is the highest in LMSVSD school district and is among the highest is San Diego county. Our parents are very involved, and as of today we have 286 members.
—Submitted by a parent
Murdock is an awesome school with the best teacher & staff members and of course the parents. Murdock has recieved the California Distinguished School numerous times. We have an abundance of volunteers, which the teachers and staff truly appreciate. It's a great school no doubt, come by and check it out and see for yourself.
—Submitted by a parent
Murdocks great points experienced teachers, high-test scores and the large number of volunteers. Murdock teachers have been wonderful and push the students. My child s teacher has the attitude that children can learn anything as long as you expose them. Murdock encourages a parent-teacher partnership in educating our children. Remember high-test scores = a lot of work on both parts and this includes homework. Murdock s Accelerated Reading program begins in second grade and really requires a lot of reading from the children. Our child continues to enjoy reading, but note parents be prepared to work with your child at home.
—Submitted by a parent
I find it amusing that our HIGHLY CRITICAL review was somehow deleted. It lends credence that this site does not allow for honest opinions. Take it for what it's worth, but maybe this school has improved with a leadership change. GreatSchools, I am disappointed with you, and I encourage parents to go the schools themselves and talk to parents, not PTA or Principals.
—Submitted by a parent
I can not speak for Murdock elementary until the new school begins, however Mrs. Greene's pre-school program could be much better. There is an opportunity for each child to answer questions at the very least once a week.....my son got to answer a question once this entire semester. The program obviously favors children who will be entering Kindergarten the following year, but they need to work on building self-esteem and a love for learning for every child, not just the ones, that need to be prepped for Kindergarten. There were numerous times my child was not included in a class action of some type, when confronted the preschool teacher simply said and I quote 'you can find another preschool' this is not an adequate response to a parents concern....
—Submitted by a parent
There is NO better school than this one. The volunteers at the school are one thing of the things that make this school so great. the parents CARE, it is not just a drop and go school. Everyone is involved in making this OUR school. the environment really makes the kids more calm, more at ease. Drive by and check it out, I guarantee you'll be amazed.
—Submitted by a parent
I too transfered my son to Murdock based on the schools test scores. Our neighbor recomended the school to us along with Mrs. Greene's pre-school class (Great Program!!). Overall we have had a great experience. My older sons kindergarden year was a nightmare. I have to say that I'm glad it's over. He is now at the end of 1st grade and he has a great teacher. I can't say that he doesn't get into trouble, because he does, but it's dealt with in a possitive way. At times I think they are too nice, but everyone works together towards a common goal. I look forward to what next year will bring.
—Submitted by a parent
We really fought to get our son into Murdock based on its great reputation. It is a physically beautiful place, but my son had nightmares about it ultimately. The new principal this year does not know how to handle kids who don't fit in the mold. My son had numerous problems in his kindergarten class, and though he hadn't ever acted out aggressively before, he had an aggressive incident nearly every day at this school. After many meetings and strategies that were tried half-heartedly, we decided to find a new school in the district. He has been there for two weeks and has had no problems. No agresssion. No problems with his work, so issues with the teacher, no trouble. I don't think the issue was my son. I think it was this school.
—Submitted by a parent
Private school attention, in a public school form. Going to Murdock was an excellent experience and truly enjoyable. I believe that my love for learning stemmed out of this elementary school, and I can see that is also true of my classmates. At my high school graduation, it seemed that all of the students going away to prestigious universities were the ones who went to Murdock -- it is a great foundation.
—Submitted by a student
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
120 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
120 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 48% in 2012.
92 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
93 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 67% in 2012.
95 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
95 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
85 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
87 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
85 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 79% |
| Females | 84% |
| Males | 73% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 79% |
| Males | 86% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 84% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 64% |
| Females | 61% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | n/a |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 80% |
| Males | 84% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 80% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 76% |
| Females | 77% |
| Males | 74% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 79% |
| Males | 88% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 84% |
| Females | 91% |
| Males | 78% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 96% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 71% |
| Females | 78% |
| Males | 64% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | n/a |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 84% |
| Males | 76% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
All students
Female
Male
All students
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
Fluent-English proficient and English only
Gifted and talented
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 57% | 28% | ||
| Multiple or No Response | 19% | 3% | ||
| Hispanic or Latino | 14% | 49% | ||
| African American | 7% | 7% | ||
| Asian | 3% | 8% | ||
| Filipino | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 9% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 24% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 57% | 85% | ||
| Arabic | 14% | 1% | ||
| Chaldean | 6% | 0% | ||
| Khmer (Cambodian) | 6% | 0% | ||
| Lao | 6% | 0% | ||
| All other non-English languages | 2% | 1% | ||
| Cantonese | 2% | 2% | ||
| Farsi (Persian) | 2% | 0% | ||
| Indonesian | 2% | 0% | ||
| Mandarin (Putonghua) | 2% | 1% | ||
| Tigrinya | 2% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 23 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 16 | N/A | 11 |
| Average years teaching | 17 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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4354 Conrad Drive
La Mesa,
CA 91941
Phone: (619) 668-5775
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