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GreatSchools Rating

Alamosa Park Elementary School

Public | K-5

 
 

Living in Oceanside

Situated in a suburban neighborhood. The median home value is $255,000. The average monthly rent for a 2 bedroom apartment is $1,670.

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:
No new ratings
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 May 23, 2014

As a parent with two kids at this school, Alamosa leaves a lot to be desired academically and in terms of parent involvement. The former principal was arrogant and cold to parents. The new proncipal is hopelessly inexperienced and incompetent. Learning supports for my children are minimal. Opportunities to volunteer are limited to a price legend few parents. The community this school serves is great; VUSD is squandering an opportunity to have a school that shines because VUSD is unable to provide the type of leadership this school deserves.
—Submitted by a parent


Posted May 9, 2014

A former kid at this school, most of the students were downright RUDE. But the principal is very nice. But compared to Casita Center, this school wasn't very tiny. It's a good school, but not as good as the school I'm in right now.


Posted January 7, 2014

I personally liked "Alamosa Idol" the anual talent show where there are no winners but everyone gets a chance to show off their secret or not secret talents if they choose to. Another thing about Alamosa Park is the "Hawk Run," a fundraiser that takes place every other year at the park next to the school. You can run laps to help raise money for your school. Overall, I Iiked my experience at Alamosa Park Elementary School and have no doubt that your child would either.


Posted September 23, 2013

Alamosa, in my opinion, is an average school. Will your child learn the skills expected of them in each grade? Yes. For the most part, the teachers are very caring and committed to your child's education. My child had very good teachers during her time at this school. My concern is that extra-curricular programs are few and far between. GATE does not exist and there are no programs for advanced children. Teachers may try to provide advanced materials to those learners, but that is hit or miss depending on the teacher. Administration also seems to be lacking at this school. The principal isn't very visible and the front office staff are not very friendly. Noon duties are a bit harsh and there are way too many rules when it comes to recess. There isn't anything really "wrong" with this school, and test scores are some of the highest in the district, but I wouldn't call it an "exceptional" school either.
—Submitted by a parent


Posted November 28, 2011

My child loves this school. The teachers have been great. There is a little too much homework, but I guess that is what is needed to build a child. The only downfall is the aftercare. We had an awesome crew last year, and now we have all new people that don't seem to care. One of the aftercare workers spends more time on their cellphone, then they do watching the children. Seriously, she is on the phone, texting and fighting over the phone, right in front of the children! Can we get the crew back from last year?
—Submitted by a parent


Posted April 22, 2010

My daughter has been attending this school since kindergarten and now 5th grade. She has had 6 wonderful, caring teachers. There is a lot of parent involvement. Great teachers participate and lead many afterschool enriching activities. I would highly recommend Alamosa.
—Submitted by a parent


Posted March 31, 2009

5 star, great teachers and dedicated principal and staff. PTA's great!!!
—Submitted by a parent


Posted June 4, 2008

My daughter has been attending Alamosa since Kindergarten. Although I was not thrilled with the lack of organization of her 1st grade teacher, 2nd grade has been a treat. Mrs. Martinez is wonderful. Her consistent use of positive reinforcement works wonders with the kids.
—Submitted by a parent


Posted May 2, 2008

My son seems to be lost in the shuffle at this school. They've sent home notes and called asking why he was absent, when he wasn't absent. That is unnerving! On a field trip he was sent in a vehicle with a parent from another class and arrived at school too late to catch the bus. When I inquired why his group was so late, nobody seemed to know anything. He had wandered around the school unattended, trying to find his teacher. When I expressed concern I felt a little like I was being blown off. My son also has an enormous amount of homework. He is in 2nd grade and it is usual for him to start his homework at about 3:00 and not finish until 6:30pm. Often he is so tired he's in tears. I understand the benefit of some homework, but this seems very excessive.
—Submitted by a parent


Posted May 1, 2008

I have 3 kids that attend this school and we are very happy here. My kids really love it. We transfered here from a failing school, and it was the best move we ever made. All the kids test scores went up and their attitude about school has changed. The campus is small and personable, which I like in an elementary school. They hosts lots of activites for the kids, and they plan several field trips during the year, which I feel makes the kids look forward to school and keeps things exciting for them. Great teachers, and great staff- GREAT SCHOOL.
—Submitted by a parent


Posted April 29, 2008

It's the best school my child has gone to, I like the enviroment. I like the surrounding community and I feel safe that my son attends there. Very pleased with staff at Alamosa
—Submitted by a parent


Posted April 3, 2008

I've had two daughters attend Alamosa. Overall, the teacher quality has been exceptional. Ms. Jones, Ms. Engstrom, and Mr. Flint have stood out in inspiring teachers. The front desk and administrative staff have always been helpful and attempted to assist when possible. The only and main complaint I have is the 'Noon Duty' staff. Consistently I have heard nothing but complaints on their terrible attitudes and preferential treatment of children. Many of my children's friends continually speak of their 'cruel biased behavior. At an elementary level, you would think the administrative staff would be more aware and caring about their Noon Duty . Luckily for me, my children no longer attend Alamosa. Perhaps they re out of touch with the recess staff. For that, I rate Alamosa as only average.
—Submitted by a parent


Posted May 2, 2007

Alamosa Park has a dedicated staff. Front office staff are very accomodating, but I have don't see the Principal out and about, with exception to scheduled meetings. Thier PTA is very strong and quite involved in supporting enrichment programs for kids. Kids College on campus is most convienient. There is the appearance of strong discipline program for classroom safty, but the primary behavioral problems could be dealt with differntly with regards to the playground in general. Playground social issues can be tough at any school, but the lunch and noon duties are not as kid friendly as they should be and way to few for the sheer numbers. Unfortunately, site administration does not control this, Food services at the District level does. Isn't that odd? You have to send letters if you want change there!
—Submitted by a parent


Posted April 30, 2007

This school was a big disapointment to us. We ended up moving to get into a better school and my daughter was very far behind because of her experience at Alamosa. We now go to an excellent school with a highly visible principal and are glad we left when we did.
—Submitted by a parent


Posted July 31, 2006

My daughter has gone to Alamosa Park for Kindergarten and First grade. Both her teachers were excellent, going beyond their average duties; i.e., spending extra time with a new child who is behind in phonics. Each teacher encouraged and received parent involvement. The extracurricular activities and arts need improving.
—Submitted by a parent


Posted May 1, 2006

This is a fantastic school with wonderful, friendly teachers and a warm and caring office staff. It is apparent that this staff works hard to educate our children.
—Submitted by a parent


Posted April 28, 2006

Very few extracurricular activities.
—Submitted by a parent


Posted March 25, 2005

The biggest problem that I've had was that when he started 1st grade within 1 month they gave him a substitute teacher for a few months because his teacher was going to sub at a high school. She ended up being the sub for the rest of the year. When he started 2nd grade he had a sub for 2 weeks. I do feel that the school needs more extracurricular activities. After getting past those bumps, overall I think it's a great school.
—Submitted by a parent


Posted January 18, 2005

I'm happy with Alamosa Park Elementary and both of my girl's teachers. Mrs. Crawford (k) and Mrs. Hill (1st grade) are both very attentive to the kids and have been at the school for along time. My girls are enjoying all that Alamosa has to offer.
—Submitted by a parent


Posted September 22, 2004

Both my kids as well as other family members have attended Alamosa since Kindergarten. I have always thought highly of the staff though there is one teacher, that I found had a negative attitude towards the kids. The attention to the children is great. I always have felt my kids have recieved their share of the teacher's time and effort. My daughter had extra help with her reading and this year she has made great strides. I thank Mrs. Shaningan for inspiring her to read more.
—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

849

Change from
2012 to 2013

-6

API Statewide Rank
(2012)

7 / 10

API Similar Schools Rank (2012)

5 / 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 did not meet all student subgroup API targets for 2013

This school's
API score

849

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

-6

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)

7 / 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)

5 / 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.

98 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
60%

2011

 
 
50%

2010

 
 
48%
Math

The state average for Math was 65% in 2013.

98 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
63%

2011

 
 
68%

2010

 
 
64%
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

 
 
53%

2012

 
 
52%

2011

 
 
74%

2010

 
 
49%
Math

The state average for Math was 66% in 2013.

95 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
75%

2011

 
 
89%

2010

 
 
87%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

71 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
82%

2011

 
 
70%

2010

 
 
75%
Math

The state average for Math was 72% in 2013.

73 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
88%

2011

 
 
94%

2010

 
 
87%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

85 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
75%

2011

 
 
64%

2010

 
 
77%
Math

The state average for Math was 65% in 2013.

85 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
83%

2011

 
 
73%

2010

 
 
76%
Science

The state average for Science was 57% in 2013.

86 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
71%

2011

 
 
65%

2010

 
 
68%
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 Students66%
Females78%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged46%
Non-economically disadvantaged77%
Students with disability31%
Students with no reported disability72%
English learner25%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate47%
Parent education - some college (includes AA degree)61%
Parent education - college graduate85%
Parent education - graduate school/post graduate87%
Parent education - declined to staten/a

Math

All Students68%
Females70%
Males64%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged46%
Non-economically disadvantaged80%
Students with disability31%
Students with no reported disability74%
English learner31%
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate60%
Parent education - some college (includes AA degree)63%
Parent education - college graduate75%
Parent education - graduate school/post graduate87%
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 Students53%
Females52%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)61%
Economically disadvantaged36%
Non-economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability56%
English learnern/a
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)47%
Parent education - college graduate62%
Parent education - graduate school/post graduate73%
Parent education - declined to staten/a

Math

All Students76%
Females72%
Males81%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged65%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate55%
Parent education - some college (includes AA degree)79%
Parent education - college graduate76%
Parent education - graduate school/post graduate80%
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 Students78%
Females81%
Males77%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino72%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged74%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)80%
Parent education - college graduate81%
Parent education - graduate school/post graduate83%
Parent education - declined to staten/a

Math

All Students89%
Females86%
Males92%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino84%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged84%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only90%
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)80%
Parent education - college graduate93%
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 Students75%
Females82%
Males70%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged48%
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate67%
Parent education - some college (includes AA degree)82%
Parent education - college graduate79%
Parent education - graduate school/post graduate77%
Parent education - declined to staten/a

Math

All Students75%
Females77%
Males74%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged64%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate75%
Parent education - some college (includes AA degree)68%
Parent education - college graduate85%
Parent education - graduate school/post graduate77%
Parent education - declined to staten/a

Science

All Students69%
Females72%
Males66%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged44%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate67%
Parent education - some college (includes AA degree)68%
Parent education - college graduate76%
Parent education - graduate school/post graduate69%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

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 48%
Hispanic 32%
Two or more races 7%
Asian 5%
Black 3%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 37%N/AN/A
English language learners 11%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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5130 Alamosa Park Drive
Oceanside, CA 92057
Website: Click here
Phone: (760) 940-0700

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