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GreatSchools Rating

Monterey Bay Charter School

Charter | K-8 | 300 students

We are best known for Waldorf-inspired methods.
 
 

 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 3 ratings
2012:
Based on 2 ratings
2011:
Based on 5 ratings

Teacher quality

Principal leadership

Parent involvement

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39 reviews of this school


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Posted April 8, 2014

This is a top notch school. The teachers are enthusiastic and well trained. I like the fact that the teachers go from 1st to 8th with the students or at least halfway in some cases (works well as some teachers prefer the younger students while others prefer teaching the older students. There is great parental involvement and there is a feeling of being a part of a large family here. I feel as my child is well connected and well taken care of as well as being encouraged to think beyond the box. Problematic though, is the amount of teachers let go in the last decade, there has been one average of one per year. For a small school, this is significant. There needs to be more support for the teachers in this school. It's a headache to have to try to explain why so and so teacher was let go, to a student bonded and thriving in that particular class. We are almost done, but I wonder if there is another teacher on the chopping block this year.
—Submitted by a parent


Posted January 10, 2014

This is my second year as a parent in this school. I have two children attending. My son LOVES the place and is very happy with everything. My daughter is graduating this year. The staff, the administration, and the support staff are truly excellent and will go above and beyond to make sure your child is doing well. They are in the process of opening a high school and I am sure it will be a success story as well. I highly recommend the school.
—Submitted by a parent


Posted October 18, 2013

This is my first year working at this school, as well as my first introduction to a Waldorf education. The whole atmosphere of this school is calm. I am very impressed with the affection the teachers have for each other and for their students. They are some of the kindest and most patient individuals it has ever been my good fortune to work with. The students begin with a teacher in first grade and both teacher and students move to the next grade level, all the way up to 8th grade. I believe this increases not only the bonding between teacher and student, but also is at least partially, if not wholly, responsible for the overall attitude of calmness in each classroom, as well as the respect the students have for their teachers. There is also an emphasis on the children's developmental stages, with many varied activities that help to develop both gross and fine motor skills. This is not a school that believes in sitting a child down at a desk for 6 1/2 hours five days a week. There are ample opportunities for them to exercise and move, with this movement being incorporated into the lessons themselves. I wish every school was a Waldorf school!
—Submitted by a teacher


Posted June 29, 2013

I went to Monterey Bay Charter School from Kindergarten through 5th grade, then I moved to a different state for 6th and 7th. At first I was so happy to get away from MBCS because I was sick of it for some reason, but then in the summer of 6th grade I realized how amazing this school is. The classes are SO close, but welcome new students in as family. The teachers are amazing, and you learn by using art such as drawing, painting, knitting, clay working, strings class, poetry, and so much more! I love Monterey Bay Charter School so much that I just can't stay away, I'm going back for 8th grade. I would HIGHLY recommend this school if you want your child to learn, be happy, and make lifelong friends like I did. :)


Posted January 16, 2013

MBCS is an amazingly creative school thanks to the multi-talented teachers and staff. I feel lucky to have found them as an alternative to mainstream education. Waldorf is definitely the way to go if you want your kids to think outside of the box!
—Submitted by a parent


Posted July 3, 2012

I volunteered as a classroom helper because I am interested in becoming a teacher, and I found the curriculum and teachers to be amazing. The Waldorf-inspired curriculum is designed to slowly introduce children to "real life," rather than dumping them into it. As a result, they retain a sense of wonder about and appreciation for the world, rather than learning that "life sucks, then you die." The teachers use methods that gently but firmly teach the children excellent memorization and observation skills, so I am not surprised that their test scores are high despite the fact that the curriculum does not "teach to the test" at all. Although I do see evidence of the "clique"-y nature some parents have mentioned (especially groups of girls who can't get enough of each other, and shun anyone who looks or acts "strange"--pretty familiar from my childhood, too!) It seems less bad than at most schools I've seen. There are many military families, and even those students who were there only temporarily seemed well accepted and integrated into the classroom scene.


Posted April 11, 2012

My three children loved the school. It is very "artsy" and eco-friendly. Parents are huge supporters and help teach and guide the children. One parent was on the water conservation board and shared all of her learned information. We had regular field trips. My seventh grade daughter spent a week camping in Big Sur, My third grader, went to spend a week at an organic farm. We rode a bus to a bakery and made bread. The kids learn by hands on projects. While I loved how they incorporated language and writing in everything, I felt the math was a little lackluster. Not a traditional school - kids are very much in charge of their education and learn how to incorporate learning in life.
—Submitted by a parent


Posted December 9, 2011

Can't say enough good about this school. My son was previously at a MPUSD school then a local Catholic school and neither can compare with MBCS. The academics here are at least as good if not better. I have seen no discipline problems but neither is their discipline for discipline's sake. My son hated school until he got here. Now he loves it and is learning well. I have no idea what the parent above is referencing regarding the adminstration and any sort of favoritism. I haven't seen that at all.
—Submitted by a parent


Posted August 27, 2011

I am so impressed with this school! The teachers are so caring and responsive to my children and to me, my children are happy and excited to go to school each day and they come home singing songs they've learned and recited long poems that their classes recite each day. The curriculum is so rich and interesting - I wish I could go to this school too! I like that the school focuses on educating the whole child rather than making academics everything. My son has a learning disability and is getting extra help - but he's still doing well and his latest STAR test results were very good considering his learning challenges. I highly recommend this school!
—Submitted by a parent


Posted August 27, 2011

I am so glad we are part of this community, because the school is more than a school, it is a community. The staff and faculty are caring and work hard. The children enjoy learning and I love how they hold the Waldorf traditions and still meet and exceed state standards. There is handwork, music, Spanish, games, technology and much more. It is a great well rounded education!
—Submitted by a parent


Posted May 24, 2011

The school is great but it is hard when you stay with the same teacher for years because if you don't like them you will have to leave the school unless you get a new teacher witch has happened to my friends.


Posted March 19, 2011

Unfortunate when a schools leadership has no idea how to truly administer, or to lead. This school has great potential but its administration is stuck and running the school right into the ground. The teachers are wonderful for the most part. The hands on education and waldorf inspiration inspires the children to enjoy their lessons. The future of this school depends on removal of the buddy-system thriving in the administration office.
—Submitted by a parent


Posted September 17, 2010

We pulled our son out of a troubled class at Bayview elementary at the end of 4th grade and have never looked back. Two man items: the admin staff. Heavens, I serve as chair of a commitee and see the result of these folks work every month trying to keeping the school solvent and operating. I cannot imagine a more dedicated staff. 2 **Academics: Each of the four years the school has been chartered through the County, the school's API score, which reflects student proficiency in language, history, math, and science, has risen. The latest STAR test score went up to 850, a significant increase over last year's score of
—Submitted by a parent


Posted August 28, 2010

At MBCS the teachers are very dedicated, the administration is mediocre. Because the school budget is a shoestring, it can be difficult to meet the extremely high expectations of parent involvement if you live out of the area, a single parent, work, and can not be as constantly on site as the locals. In my daughter's class last year there was plenty of drama from over involved parents who are cliquish, prone to squabbles, and power struggles, that were expressed in seemingly constant seething emails (to everyone) that became very tiresome. The teacher finally cried "STOP"! in a very nice Waldorf way. My son's class was at times led by the parents while the teacher seemed to step back. I want the teachers to lead not the parents. With MBCS expectations of extreme parent involvement, it becomes it's own negative, EXTREME PARENT INVOLVEMENT! I participate as I can then go home.
—Submitted by a parent


Posted August 27, 2010

I find myself concerned about some of the parents who are strongly Waldorf-ites who I also see tending to be extremely protective and limiting of their children's experiences whether it be by any media influences or even other children who are media savvy- as if it would seriously damage or steal their innocence. I'm not advocating throwing the kids out to the wolves, however I fear that parent overprotective behaviors in this day and age can come back and bite the parent years later when their older children finally have a taste of freedom. I've seen it happen. I really like the Waldorf ideas, and I think it is also important to stay current, real, and allow kids to experience and learn to "deal" with some things that may be tough, after all, that's real life learning!
—Submitted by a parent


Posted July 12, 2010

This school seemed ok at first and the Waldorf method sounded interesting but it was disappointing. The students remain with the same teacher from kindergarden through eight grade and that is problamatic. If your child starts at a later grade they will be the "outsider" in the children's already established "clicks". Some of the students have parents who work at the school and these children will get special treatment because of this, even to the point of the school's "Chair" ( that is what they call the principal) not taking any disciplinary action in order to protect them and keep up the school's reputation. The principal " talks the talk" but lacks leadership skills and doesn't follow school's policies. Bullying is an issue as well. I also found this is not actual Waldorf but rather Waldorf inspired. The American Waldorf Association does not endorse this school. Don't send your kids there!
—Submitted by a parent


Posted May 28, 2010

This was my daughter's first year here.Although she loved it and the teacher was very good to her, I am a single mother that works A LOT.They do not have very much understanding for these kinds of situations.This school is geared for two parent families where the mother is a stay at home mom and can afford to be at their 9 out of 10 mandatory gatherings that are during working hours.Parent involvent is mandatory, meetings are mandtory, volunteering is mandatory. I think the school is quite imiginative, but the children learn very little about real life here.Also, MBCS moves around from site to site and has no permanent home as of yet that I have been made aware of. I am going to keep my daughter there for the next school year, but will explore other avenues.
—Submitted by a parent


Posted May 13, 2010

Both my children attended the MBCS. The school offers smaller class sizes and a wonderful staff. The teachers and staff truly care about the students. Thank you for making my daughter's middle school years memorable. I'm sorry that this is our last year there. You have taught my daughter's some very valuable lessons.
—Submitted by a parent


Posted January 20, 2010

Parents will find nothing quite like this school anywhere in the area. Beyond the Waldorf curriculum, with its emphasis on the love of learning and the potential of every child across multiple intelligences, the community has been inspirational. Parents are highly involved, as noted in other reviews but beyond that, the teachers and the children themselves are all truly involved with one another. MBCS is proof that a solid institution transcends its mere structures; despite a somewhat gypsy existence as far as physical locations over the years, the community's coherence and dedication shine through with great consistency. Entering a classroom at this school can be a transformational event in changing your expectations about what school can be about. Understanding the different approach of the school can take a bit of work from parents -- we've all been conditioned by schools to expect something else -- but it is well worth it.
—Submitted by a parent


Posted October 3, 2009

I love Monterey Bay Charter School because the children are encouraged to be creative and the parents are very much involved in helping and volunteering at the school


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

862

Change from
2012 to 2013

-21

API Statewide Rank
(2012)

8 / 10

API Similar Schools Rank (2012)

8 / 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

862

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

-21

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)

8 / 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)

8 / 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.

23 students were tested at this school in 2013.

2013

 
 
18%

2012

 
 
43%

2011

 
 
34%

2010

 
 
50%
Math

The state average for Math was 65% in 2013.

23 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
69%

2011

 
 
71%

2010

 
 
50%
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.

23 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
53%

2011

 
 
79%

2010

 
 
44%
Math

The state average for Math was 66% in 2013.

23 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
67%

2011

 
 
52%

2010

 
 
88%
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.

24 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
96%

2011

 
 
63%

2010

 
 
67%
Math

The state average for Math was 72% in 2013.

24 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
88%

2011

 
 
64%

2010

 
 
54%
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.

26 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
95%

2011

 
 
86%

2010

 
 
81%
Math

The state average for Math was 65% in 2013.

26 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
81%

2011

 
 
73%

2010

 
 
29%
Science

The state average for Science was 57% in 2013.

26 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
86%

2011

 
 
95%

2010

 
 
76%
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.

25 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
76%

2011

 
 
63%

2010

 
 
82%
Math

The state average for Math was 55% in 2013.

24 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
48%

2011

 
 
48%

2010

 
 
77%
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

Algebra I

The state average for Algebra I was 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

20 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
71%

2011

 
 
82%

2010

 
 
82%
Math

The state average for Math was 52% in 2013.

19 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
67%

2011

 
 
55%

2010

 
 
63%
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

Algebra I

The state average for Algebra I was 50% in 2013.

22 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
n/a

2011

 
 
43%

2010

 
 
21%
English Language Arts

The state average for English Language Arts was 57% in 2013.

22 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
79%

2011

 
 
95%

2010

 
 
72%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

2013

 
 
n/a

2012

 
 
69%

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

22 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
67%

2011

 
 
80%

2010

 
 
74%
Science

The state average for Science was 67% in 2013.

22 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
60%

2011

 
 
91%

2010

 
 
76%
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 Students18%
Femalesn/a
Males20%
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)17%
Economically disadvantagedn/a
Not economically disadvantaged21%
Students with disabilityn/a
Students with no reported disability14%
English learnern/a
Fluent-English proficient and English only17%
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 graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students56%
Femalesn/a
Males67%
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)50%
Economically disadvantagedn/a
Not economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only57%
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 graduaten/a
Parent education - graduate school/post graduaten/a
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 Students47%
Femalesn/a
Males54%
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)50%
Economically disadvantagedn/a
Not economically disadvantaged47%
Students with disabilityn/a
Students with no reported disability52%
English learnern/a
Fluent-English proficient and English only50%
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 graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students48%
Femalesn/a
Males54%
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)50%
Economically disadvantagedn/a
Not economically disadvantaged47%
Students with disabilityn/a
Students with no reported disability52%
English learnern/a
Fluent-English proficient and English only45%
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 graduaten/a
Parent education - graduate school/post graduaten/a
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 Students79%
Females82%
Malesn/a
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)87%
Economically disadvantagedn/a
Not economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only86%
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 graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students79%
Females76%
Malesn/a
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)80%
Economically disadvantagedn/a
Not economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only82%
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 graduaten/a
Parent education - graduate school/post graduaten/a
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 Students96%
Females94%
Malesn/a
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)95%
Economically disadvantagedn/a
Not economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only96%
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 graduaten/a
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Math

All Students96%
Females94%
Malesn/a
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
Not economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only96%
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 graduaten/a
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Science

All Students88%
Females88%
Malesn/a
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)90%
Economically disadvantagedn/a
Not economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only88%
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 graduaten/a
Parent education - graduate school/post graduate92%
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 Students88%
Females92%
Males85%
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)83%
Economically disadvantagedn/a
Not economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only88%
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 graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students71%
Females67%
Males75%
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)71%
Economically disadvantagedn/a
Not economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only71%
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 graduaten/a
Parent education - graduate school/post graduaten/a
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

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
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)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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 graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students65%
Females83%
Malesn/a
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)73%
Economically disadvantagedn/a
Not economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only68%
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 graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students79%
Females83%
Malesn/a
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)80%
Economically disadvantagedn/a
Not economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability78%
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 graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
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

Algebra I

All Students55%
Femalesn/a
Males40%
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)64%
Economically disadvantagedn/a
Not economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability58%
English learnern/a
Fluent-English proficient and English only55%
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 graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students86%
Femalesn/a
Males80%
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)91%
Economically disadvantagedn/a
Not economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only86%
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 graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Studentsn/a
Femalesn/a
Malesn/a
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)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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 graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
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)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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 graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students100%
Femalesn/a
Males100%
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
Not economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
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 graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students91%
Femalesn/a
Males87%
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
Not economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only91%
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 graduaten/a
Parent education - graduate school/post graduaten/a
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 63%
Hispanic 18%
Two or more races 10%
Asian 3%
Black 2%
American Indian/Alaska Native 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 34%N/AN/A
English language learners 3%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 20%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

Special staff resources available to students Art teacher(s)
Math specialist(s)
Reading specialist(s)
Special education coordinator
Speech and language therapist(s)
Foreign languages spoken by school staff Spanish
Read more about programs at this school
Source: Provided by a school official.

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Awards

Academic awards received in the past 3 years
  • Math Counts (2012)
Community service awards received in the past 3 years
  • Ocean Guardian School (2013)

Special education / special needs

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

Science, Technology, Engineering, & Math (STEM)

Staff resources available to students
  • Math specialist(s)
School facilities
  • Access to farm or natural area
  • Garden/Greenhouse
  • Outdoor learning lab

Arts & music

Specific academic themes or areas of focus
  • Arts (all)
  • Music
Staff resources available to students
  • Art teacher(s)
School facilities
  • Music room
  • Performance stage
Visual arts
  • Painting
Music
  • Band
  • Choir / Chorus
  • Instrumental music lessons
  • Orchestra
Performing and written arts
  • Dance
  • Drama

Language learning

Specific academic themes or areas of focus
  • Foreign languages
Foreign languages taught
  • Spanish
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Staff resources available to students
  • Speech and language therapist(s)
Foreign languages spoken by staff
  • Spanish

Health & athletics

School facilities
  • Access to farm or natural area
  • Access to sports fields
  • Garden/Greenhouse
School leaders can update this information here.

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School basics

School start time
  • 8:15 am
School end time
  • 3:15 am
Before school or after school care / program onsite
  • Before school: starts at 7:00 a.m.
  • After school: ends at 5:30 a.m.
School Leader's name
  • Cassandra Bridge
Best ways for parents to contact the school
  • Phone
Gender
  • Coed
Is there an application process?
  • Yes
Fax number
  • (831) 655-4815

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Waldorf
Specific academic themes or areas of focus

Don't understand these terms?
  • Arts (all)
  • Environmental
  • Foreign languages
  • Music
Bi-lingual or language immersion programs offered

Don't understand these terms?
  • No
Level of special education programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Foreign languages taught
  • Spanish
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students

Resources

Staff resources available to students
  • Art teacher(s)
  • Math specialist(s)
  • Reading specialist(s)
  • Special education coordinator
  • Speech and language therapist(s)
Foreign languages spoken by staff
  • Spanish
Extra learning resources offered
  • Differentiated learning programs
  • Remediation
Transportation options
  • None
School facilities
  • Access to farm or natural area
  • Access to sports fields
  • Auditorium
  • Garden/Greenhouse
  • Music room
  • Outdoor learning lab
  • Performance stage
  • Playground
School leaders can update this information here.

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by verifying community responses, adding program highlights
and more! Get started »

Sports

Boys sports
  • Basketball
  • Games
  • Soccer
Girls sports
  • Games
  • Soccer

Arts & music

Visual arts
  • Painting
Music
  • Band
  • Choir / Chorus
  • Instrumental music lessons
  • Orchestra
Performing arts
  • Dance
  • Drama
Media arts
  • None

Student clubs

Clubs (distinct from courses)
  • Homework help/study buddy club
  • Model UN
  • Student council/government
School leaders can update this information here.

Upcoming Events

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School culture

Dress Code
  • Dress code
Bullying policy
  • This school has a bullying and/or cyber bullying policy in place.
Parent involvement
  • Attend parent nights
  • Chaperone school trips
  • Coach sports teams or extracurricular activities
  • Organize cultural events
  • Organize fundraising events (school auction, bake sales, etc.)
  • Serve on school improvement team or governance council
  • Volunteer time after school
School leaders can update this information here.

Apply

 

This school accepts applications on a

rolling basis

 
Apply now
 

What are your chances?


2 out of 10students were accepted for the 2013-2014 school year.


Students accepted for the 2013-2014 school year
75
Applications received for the 2013-2014 school year
328
Notice an inaccuracy? Let us know!

1004 David Avenue
Pacific Grove, CA 93950
Website: Click here
Phone: (831) 655-4638

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