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GreatSchools Rating

Chaparral Elementary School

Public | K-5 | 816 students

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 4 ratings
2012:
Based on 1 rating
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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29 reviews of this school


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Posted August 20, 2014

Some leadership changes in the past few years have not had a positive impact on this school. The PTA and volunteers are crucial, but some student privacy suffers, and sadly some parents do gossip about students outside of class. Any new family considering this school may experience getting the least popular, more rigid, demoralizing teachers. We've experienced some extreme inconsistencies with certain staff giving several hours of nightly homework, and others in the same grade, none at all. Unfortunately classrooms are very overcrowded but this is standard for most district schools in the area. Some classrooms here can be described as sink or swim. There also is a select group of parents who have some extraordinary privileges. Teachers do show blatant favoritism to this group. Some lack professionalism and show conflict of interest by being friends with favored parents on facebook and outside of class, even while currently teaching the student. Don't let the awards and titles fool you, this campus could use some leadership and policy changes. Another new principal this year hopefully will improve the atmosphere here for all and demand a more all-inclusive environment.
—Submitted by a parent


Posted May 1, 2014

Management reluctant to make changes, putting rules ahead of children's interest. Luckily there is very active parent involvement which fills the gap with the help of few enthusiastic teachers.
—Submitted by a parent


Posted November 2, 2013

Competitive parental involvement (good and bad). Allows plenty of recess/movement. Student body is respectful and no bully behavior experienced. Many extracurricular opportunities offered but only through third party vendors and overpriced. Teachers focus on high test scores and fail to adapt their teaching to individual students. Lessons are rushed and crammed. Too much homework (average 1 hr 2-3 rd and 3 hrs by 5th grade and given over district recess). Be prepared to pay for all workbooks, and technology (ipad, laptop) despite funding two computer labs (mainly utilized for testing). Art is funded but is minimal, inconsistent, and dependent upon volunteers. Running club is a mandatory" requirement for the staff to log enough PE hours. Classes have too many students 28-35. Favoritism in class assignments is quite apparent due to the amount of cliques seen with the PTA and volunteer mothers and their relationships with the staff. School nurse" is more concerned with daily funding than sending sick children home when not feeling well. No busing makes for drop off/pick up extremely difficult and time-consuming. Overall average/good academics but questionable otherwise.
—Submitted by a parent


Posted March 14, 2013

My son is currently in 2nd grade at Chaparral. The teachers are highly motivated to teach in the best way for each child in their class. The Principal is driven and very active in supporting all programs to the benefit of the student population. It has strong academic standards, even for the area which is high itself. The parent involvement is almost unbelievably high, because of this the school has volunteer led art and run club programs as well as a Character Counts program. Both PTA and Foundation at this school are strong and actively involved in creating the best atmosphere possible for learning for the entire student population.
—Submitted by a parent


Posted February 15, 2013

Chaparral is an AMAZING school. Recently named a California Distinguished School, we live up to the title! Chaparral is full of excellent teachers who are kind, caring, and amazing at their craft. The parent community is strong and supportive. The administration is supportive of parents, teachers, and students. Learning in a safe, loving, productive environment is the first priority of the staff her.
—Submitted by a teacher


Posted February 15, 2013

Chaparral Elementary is a fantastic place for kids. The staff and principal work hard to make sure that every child learns and meets his/her full potential. The school has a strong parent community that supports ongoing programs such as music, PE, and technology, despit the budget cuts and increased class sizes. The current principal came on board in August 2008 and has been a breath of fresh air. She's a stong communicator, loves children, and maintains high standards for staff and students. She's happy and always seems to have a smile on her face. She makes strong connections with the community. She was instrumental in leading Chaparral to recieve the Califonia Distinguished School Award last year. I can't say enough nice things about the school and its leadership. My children love it here, and so will you!
—Submitted by a parent


Posted September 6, 2012

My son was a student at Chaparral for 2 1/2 years in that time period we had such a bad experience. The first day of school my son was so excited to go to school, it didn't last for long he started to complain did not want to go to school, found out the teacher he had was screaming at the kids, i talked to her about it and her answer was that my son was not ready for kindergarten, she moved him down to pep, making him loose a year. When my son went to first grade he let us know that he was afraid of his teacher and when we brought this to her attention she said "well good" I did not know what to think of this, we had a meeting with the principal. We worked everything out, I didn't want to make a big thing out of this but I was wrong. The last draw for me was when I was told of a family emergency. That day I took my son to school and on my was to dropping him off my cell phone rang, I only answered it because my car was not in motion, the person who is out there was so rude after talking to her she slammed the door to my car, I took this to the principal all she did was humiliate me and told the other person that she had done nothing wrong. My son is at painted rock now love it
—Submitted by a parent


Posted September 9, 2011

Excellent teachers and parent volunteers, high academic expectations, one of the few CA elementary schools with a P.E. teacher and music teacher thanks to PTA funding, Foundation funds the fabulous Art Corp program and the computer lab, extra programs like Melody Makers (choir) and Fitness Club (running) help make this school one of the best in San Diego County.
—Submitted by a parent


Posted March 12, 2009

New principle is great - excellent communicator, decisive, firm and team player. School start-up was poor- last minute teacher notices the night before, kids did not get to meet teachers in advance and initial open house left no time for Q & A. Some teachers seem to avoid parents, react defensively to student performance questions and provide little to no communication on a week to week basis (especially at report card time). It would be great if all teachers took example from principle about proactive communication, always better recvd even if the news is not good.
—Submitted by a parent


Posted December 11, 2008

We just started our son here and are reserving judgment. It is a very large school with 7 kindergarten classes. There are issues with the sheer number of kids on the playground (they take lunches and recesses in shifts) and with safety issues in the parking lot during dropoff and pickup times. The teachers seem good and well-intentioned, but the curriculum is quite academic, and there are lots of worksheets and busywork, even at the kindergarten level. The entire district just implemented a full day schedule for kindergarten. The principal is new and is making a real effort at communication, with phone messages and emails to the parents nearly every day, and an improved website. New construction completed with a beautiful playground.
—Submitted by a parent


Posted February 6, 2008

The principal is a poor communicator. She does not follow through on policies that she has instituted. She seems to be more interested in keeping her test scores up and continuing the legacy of the 'Blue Ribbon School' status more than doing her job well. The teachers are very good and they do have a wide variety of activities in which the children may participate outside of the classroom. The individual teachers are what make this a Blue Ribbon school. It is too bad that they can not get a principal of the quality to match the rest of the school.
—Submitted by a parent


Posted November 29, 2007

The teachers are very organized and thorough and have a very good understanding of the children. I echo the sentiment about the principal about her aloofness toward the parents and teachers. The after school programs seem to be decent. I was a bit surprised to see that the teachers have to be traffic cops after school and that they will get in 'trouble' if they aren't at their positions immediately after the bell. I experienced this the other day when I tried to to talk to my son's teacher and we had to go to the parking lot to direct student pick-up traffic. However I give the school 4 stars mainly because of the teachers!
—Submitted by a parent


Posted November 27, 2007

My son's teacher is wonderful through and through. The parents participation is very heavy. The parents also kind of form their own exclusive cliques.
—Submitted by a parent


Posted September 2, 2007

Chaparral is one of the top schools in the top district in Southern California. The teachers are exceptional. Remodeling will make the playground really kid-friendly. The foundation and parent involvemnet at the site are a model for all schools. Can't say enough good thigs about the Hawks!
—Submitted by a parent


Posted August 31, 2007

I have been actively involved with committees and fundraisers as well as in various classrooms and on field trips. I agree that the volunteer/parental support is very good at this school, but maybe over zealous. The teaching staff is one of the best, but as with any school, there are some weaker teachers and few exceptional teachers who will be your child's favorite teacher throughout their school career. The Principal is not at all well-liked by many, if any. The Principal is unapproachable and unfriendly. I can't imagine working for someone like this Principal. Construction is nearly complete. New technology is top-of-the-line. In a safe and up-scale neighborhood. The Principal is the only downfall. What about the beautiful murals we had before the school repainting?
—Submitted by a parent


Posted May 15, 2007

I've been involved at the school for a few years. The children and parent support is great but some of the teachers have been teaching too long and have a hard time with change and working with others. Unlike others, I think the Principal is great and does care about the students, she just has her hands full with construction and the teachers. I think the quality of the school is great except for a few teachers who need to retire.
—Submitted by a parent


Posted May 14, 2007

I agree that the Principal is not effective nor liked. The Vice Principal, however, is well liked by my children. The school is undergoing a remodel/add-on and it's been a mess. Programs have been 'let go' this year, but hopefully will be reinstated eventually. Some good teachers, and some not so good. Limited play area for the children now, and limited shady areas. Good cafeteria, good character program. Strong PTA and volunteer program. They should go back to grading with A,B,C,D & F; not with their confusing check mark system that they have in place. We truly miss the enrichment programs! And, yes...where is the Science Fair? This school needs improvement...hopefully it will get it. After school care is not desirable.
—Submitted by a former student


Posted April 25, 2007

My son is very intelligent. This school keeps adjusting it's students ratings. They use check marks, plus signs and minus, and sometimes actual letter grades. It extremely confusing. Parents can be very involved. The current Principal is not well liked. The school, this year, has been disrupted due to construction, and it has not been managed well. We have had problems with two teachers, one that should retire and one that should be teaching military or high school. This year we have worked on a Science Project for months, and there is no word that they are even going to host a Science Fair. We miss the carnival in the Fall, they keep choosing to do dances, 'Hoe Downs' instead. The playground has been smaller due to construction and there is limited shade for the children. No enrichment programs anymore. They do have a strong ethic program.
—Submitted by a parent


Posted April 25, 2007

It is my feeling that the Principal is completely ineffective and uses poor judgement. Communication with her use to be non-existent and now we get countless automated phone calls about every little thing, some days getting up to 3 per day. I believe she should be relieved of her position. There are some teachers that are not appropriate for this school. The enrichment classes have been discontinued, with no explanation, as well as the annual Science Fair. No mention of that at all to the parents. The campus is a mess with the construction, and has been unsafe at times for the children. These does seem to be a good character building program in place. Good music program.
—Submitted by a parent


Posted February 1, 2007

Our family has attended Chaparral for 8 years and has 6 more to go. The school is situated in a safe neighborhood and is staffed with some of the best teachers out there. As with any school, there are a few bad ones, but the good ones are so superior that they make up for the bad ones. The Prinicipal is not at all communicative. Our new VP is awesome! In such a short time, he has managed to build a rapport with so many of the kids and families. Volunteerism is one of the highest in the district, with a strong community of families and teachers, dispite the lack of leadership in the Principle.
—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

916

Change from
2012 to 2013

-14

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

7 / 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

916

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

-14

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

10 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

7 / 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.

134 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
83%

2011

 
 
85%

2010

 
 
87%
Math

The state average for Math was 65% in 2013.

133 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
90%

2011

 
 
85%

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 46% in 2013.

139 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
82%

2011

 
 
72%

2010

 
 
81%
Math

The state average for Math was 66% in 2013.

139 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
87%

2011

 
 
84%

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.

159 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
90%

2011

 
 
94%

2010

 
 
88%
Math

The state average for Math was 72% in 2013.

160 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
82%

2011

 
 
87%

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.

139 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
86%

2011

 
 
85%

2010

 
 
88%
Math

The state average for Math was 65% in 2013.

139 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
84%

2011

 
 
80%

2010

 
 
86%
Science

The state average for Science was 57% in 2013.

138 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
89%

2011

 
 
83%

2010

 
 
86%
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 Students82%
Females88%
Males75%
African Americann/a
Asian81%
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)85%
Economically disadvantagedn/a
Not economically disadvantaged83%
Students with disability60%
Students with no reported disability85%
English learner71%
Fluent-English proficient and English only85%
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 graduate82%
Parent education - graduate school/post graduate85%
Parent education - declined to staten/a

Math

All Students82%
Females82%
Males83%
African Americann/a
Asian88%
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)86%
Economically disadvantagedn/a
Not economically disadvantaged84%
Students with disability60%
Students with no reported disability85%
English learner75%
Fluent-English proficient and English only84%
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 graduate78%
Parent education - graduate school/post graduate90%
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 Students76%
Females76%
Males75%
African Americann/a
Asian85%
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 disadvantaged78%
Students with disabilityn/a
Students with no reported disability77%
English learner77%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)62%
Parent education - college graduate75%
Parent education - graduate school/post graduate83%
Parent education - declined to state55%

Math

All Students86%
Females88%
Males84%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantagedn/a
Not economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability89%
English learner82%
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)77%
Parent education - college graduate88%
Parent education - graduate school/post graduate91%
Parent education - declined to state64%
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 Students86%
Females88%
Males84%
African Americann/a
Asian83%
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged80%
Not economically disadvantaged86%
Students with disability100%
Students with no reported disability84%
English learner68%
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)62%
Parent education - college graduate84%
Parent education - graduate school/post graduate91%
Parent education - declined to state87%

Math

All Students85%
Females86%
Males83%
African Americann/a
Asian83%
Filipinon/a
Hispanic or Latino76%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged87%
Not economically disadvantaged84%
Students with disability70%
Students with no reported disability85%
English learner84%
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)69%
Parent education - college graduate84%
Parent education - graduate school/post graduate88%
Parent education - declined to state78%
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 Students87%
Females89%
Males84%
African Americann/a
Asian90%
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 disadvantaged79%
Not economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability90%
English learner45%
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)80%
Parent education - college graduate84%
Parent education - graduate school/post graduate95%
Parent education - declined to state77%

Math

All Students82%
Females77%
Males87%
African Americann/a
Asian95%
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 disadvantaged62%
Not economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability84%
English learner73%
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)70%
Parent education - college graduate84%
Parent education - graduate school/post graduate89%
Parent education - declined to state69%

Science

All Students81%
Females81%
Males81%
African Americann/a
Asian90%
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 disadvantaged69%
Not economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability84%
English learner45%
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)65%
Parent education - college graduate88%
Parent education - graduate school/post graduate84%
Parent education - declined to state77%
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 62%
Asian 12%
Hispanic 11%
Two or more races 8%
Black 2%
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 8%N/AN/A
English language learners 13%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 6%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

This school has not yet provided program information.


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17250 Tannin Drive
Poway, CA 92064
Website: Click here
Phone: (858) 485-0042

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