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Teacher quality
Principal leadership
Parent involvement
I love Murray Manor! The teachers are great and the Principal is amazing! Parents and Faculty are very involved and you can tell! We have been going to MM for 3 years now and cant say anything bad. The PTA is awesome too!
—Submitted by a parent
It's ok. It's cliquish. It's who you know. And I don't think they handle the mean kids adequately. But the test scores are high. And very few parents are involved really.
—Submitted by a parent
i love the teachers most .they are great and so involve with the activities.want to see more.
—Submitted by a parent
This is such an excellent school! There is great parent involvement,and the principal is amazing. The staff really cares about their school, and their students.
—Submitted by a parent
If you want a great school with amazing parent involvement and a principal who is committed to excellence and quality education, then Murray Manor is for your child! The teachers are top notch and even during these troublesome times of budget cuts and HUGE class sizes, they continue to do the right thing and teach our kids to the best of their ability! I am amazed at how many awesome parents are willing to help out in the classrooms and fight to keep education thriving during this horrific budget slashing crisis that California is going through.
—Submitted by a parent
My kids have been at Murray Manor since they started school and until last year (4th grade) we had a GREAT experience. Last year they increased class sizes to 36 kids in the 4th and 5th grade classrooms. WHAT A DISASTER! The kids are LOST in a sea of bodies. The teachers try and they seem to care but their hands are tied. It is not their choice to have that many in class, but just today I had a parent tell me that the teacher does not even know his daughters name yet and we are 4 weeks into the school year. As a teacher myself I just have to say that California and La Mesa district in particular must bring back smaller class sizes! Our kids are just #'s and learning is being lost!
—Submitted by a parent
Love the school, parent involvement is amazing! The teachers really care about the kids and they encourage and uplift the students. Love this school!
—Submitted by a parent
i have 3 kids in this school, one 1 on 3rd gr. 4th gr, and 5th grade. my 5th grader is really having a tough time in his classroom and subject, he doesnt have any problem with classmate it his adjusting status, they enrolled in this school late, like last week of october last year. i feel like giving up bcz me either i cant understand his subject esp math. but i prayed for what should i do, me and his teacher talked and she let me go in his class for several times, just to monitor, just to sit there and watch some actions. and ive learned a lot, i put my kid into a tutor for 1 1/2 mos.he was slow and cant catch up,but now he can make it alone.&always outstanding, parents need to help their kids by getting involve in their kids life.helps a lot
—Submitted by a parent
My daughter attended the Murray Manor during our sabbatical stage in San Diego in 2007. We miss a lot this excelent school, special thanks to the best teacher, Miss Di de Carlo. All our love. MM, MM & AM
—Submitted by a parent
This is my daughter's 3rd year at this school and I am very dishearted by how the teachers have treated her. She does not fit into their 'mold' and have really bruised her self esteem. Now with only less than 2 months of school left I am told by her teacher that she is not doing well. I try communicating with her teachers and they seem to shun her. Give up on her beacuse she's not getting what they're teaching. If your child is the average normal kid that fits their mold than this would be the school for you. But if you're child is not, than don't bother putting her through hell. The teachers there do not care about your child if they are not fitting into their mold. They are not understanding of their situation nor do they have the patience to be kind
—Submitted by a parent
I love Murray Manor. The principal is great and all the teachers my daughter has had from first grade to fifth have been amazing.
—Submitted by a parent
Jim Parker the Principal is an outstanding school leader and person. He works closely with his teachers, staff, students and parents to constantly improve the school. The teachers are wonderfully dedicated as is the support staff.
—Submitted by a parent
My son's 3rd grade teacher, Mrs. M was the greatest he has had thus far. Great activities, great school.
—Submitted by a parent
My children have been at Murray Manor for five years now, going on six and we are very pleased with our school. Being a single parent full time it was extremely important to me that we belonged to a safe,supportive school with high academic standards that are reflected in the classroom, staff and school events. They definitely meet this mark. We love the annual schoolwide dance performances each year, the jogathon, and overall caring and impressive parent involvement. The parents are all incredibly nice and the front office, teachers and principal are very welcoming. I would only subtract a half a star for the fact that, as with any school, some of the teachers (literally a few) can be harsh (as in strict), but the majority are wonderful.
—Submitted by a parent
We have had 3 children graduate from Murray Manor over the years, and just love this school, Mr. Parker the principal, all of the teachers and stafff. This is a warm loving school, well organized, and safe. Children who need exctra help really get it too. One of my kids was below 1st grade level in reading at the beginning of 1st grade and with the schools help was reading at 4th grade reading level by the end of the 1st grade. He also had an IEP and really got the extra special attention he needed. Great Great School. I would highly recommend to any parent. We were on an intra-district transfer so we could have our kids go to this school.
—Submitted by a parent
My daughter loves her teacher and loves to go to school to learn!
—Submitted by a parent
We have been at Murray Manor for five years now. We are very impressed with the parent participation at the school. Parents have encouraged PE and the Arts which seem to be lost at other schools due to focus on test scores being the driver at other schools. Murray Manor provides balanced education without sacrificing test scores as can be seen by the exemplary ratings. Like all schools, there are teachers that are creative, go the extra mile to make learning fun and then there are the others. So far we have been very pleased with the teachers and administration. Murray Manor is a great school!
—Submitted by a parent
My daughter attended this school in the 4th grade and we loved it. The teachers and staff were caring and enthusiastic. It is a very family oriented school with lots of fun extracurricular activities. The after care program was affordable and the camp counselors were awesome. She received all the one on one attention she needed from her teacher and really thrived at this school. Unfortunately we were transferred to Texas and the school she is in now which is supposedly 'exemplary' pales in comparison. We miss Murray Manor dearly and would suggest this school for all children.
—Submitted by a parent
Academic programs appear to be sound (test scores consistently high and higher than average for the socioeconomic area). Music is sparse though there are singing shows, art only by docents, current movement by some parents to increase p.e. but now only fun run once a week, afterschool programs are abundant but cost restrictive to many families. Parents are quite involved but a bit hard to forge friendships (personal opinion).
—Submitted by a parent
I have been at at Murray Manor for the past 7 years with my children. I have seen the best and worst of the school. Parents and children can be very cliquish and cruel to children and parents who do not fit into the Murray Manor mold. Being a working parent I can not always be at the school. It was better when we had the lottery system to choose teachers. Like all schools some teachers are superior and others are mediocre.
—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.
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.
103 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
103 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.
105 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
104 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.
91 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
92 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.
100 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
100 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
100 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 | 81% |
| Females | 78% |
| Males | 82% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | 91% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 87% |
| Males | 93% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 87% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | 82% |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 94% |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | 87% |
| 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
| All Students | 69% |
| Females | 70% |
| Males | 68% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | n/a |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 86% |
| Males | 80% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 77% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 86% |
| 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 | 82% |
| Females | 90% |
| Males | 75% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 90% |
| Males | 81% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 79% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 87% |
| 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
| All Students | 89% |
| Females | 85% |
| Males | 92% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 88% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 93% |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 81% |
| Males | 87% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 88% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 85% |
| Males | 94% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 88% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 80% |
| Parent education - some college (includes AA degree) | 88% |
| Parent education - college graduate | 88% |
| 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
English learner
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
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 52% | 27% | ||
| Hispanic | 26% | 51% | ||
| Two or more races | 11% | 3% | ||
| Asian | 6% | 11% | ||
| Black | 5% | 7% | ||
| American Indian/Alaska Native | 0% | 1% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 26% | N/A | 54% |
| English language learners 2 | 8% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 55% | 85% | ||
| Russian | 11% | 0% | ||
| Japanese | 9% | 0% | ||
| Filipino (Pilipino or Tagalog) | 5% | 1% | ||
| Vietnamese | 5% | 2% | ||
| All other non-English languages | 2% | 1% | ||
| Farsi (Persian) | 2% | 0% | ||
| French | 2% | 0% | ||
| Italian | 2% | 0% | ||
| Pashto | 2% | 0% | ||
| Portuguese | 2% | 0% | ||
| Turkish | 2% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 17 | N/A | 11 |
| Average years teaching | 18 | 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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8305 El Paso St.
La Mesa,
CA 91942
Phone: (619) 668-5865
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