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GreatSchools Rating

Twin Peaks Middle School

Public | 5-9 | 1276 students

Last modified
Community Rating

3 stars

Community Rating by Year
2013:
No new ratings
2012:
No new ratings
2011:
Based on 9 ratings
2010:
Based on 2 ratings

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32 reviews of this school


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Posted October 9, 2011

Twin Peaks Middle School has great teachers who have high standards and expect organization and responsibility from their students. The counselors are involved and helpful. The PTSA encourages parent involvement. Whenever someone asks my kids about their school, they always make comments about the school that are overwhelmingly positive!
—Submitted by a parent


Posted October 5, 2011

I'm underwhelmed. My son is a new student at this school. The staff couldn't make him feel more unwelcomed even if they tried. This is a mis-understood school, it's a bad shool. Don't go there.
—Submitted by a parent


Posted August 11, 2011

TWIN PEAKS IS A GREAT SCHOOL!!! All 3 of my boys have been through this school. The support that my children and I received from the staff and the administration was outstanding. The kids are great and teachers really care. I am beyond satisfied with our experience at TPMS!
—Submitted by a parent


Posted August 10, 2011

My son is now going into 8th grade and I have been very impressed with the high standards set by his teachers and how he has been guided to be responsible for his own work and to be organized. The rotating block schedule with the longer class periods has allowed in depth assignments in class and group learning opportunities. My son is more of the academic type and was worried about fitting in. But from day one he has always felt safe and comfortable at this school. The parents are very involved in Foundation, PTSA, and Science Olympiad and volunteer to help run events. I think this school is very focused on personal responsibility and high academic standards.
—Submitted by a parent


Posted June 2, 2011

WHAT EVER YOU DO DON'T SEND YOUR CHILD HERE! This school has known for months that my son has been bullied and has done NOTHING about it. Even when I go to them and tell them that my 12 year old doesn't want to live anymore because of the hitting and name calling they continue to let this happen to him. They don't take care of the kids there and will not protect thier physical and mental state!!!!
—Submitted by a parent


Posted March 28, 2011

Great school, I've been attending for 2 years. I only have one problem, some of the P.E. teachers are totally unfair about how much you have to exert yourself. Other then that it a great school and the principle is really nice.


Posted January 29, 2011

I am a student in 6th grade here and I came from a home schooled environment (very advanced material) and all I can say is that Twin Peaks has been very frustrating for me. The teachers barely go over lessons in math, they just write it all out and expect you to get it right there on the spot. My grades have dropped tremendously from 3rd grade (the time I was last in public schools) & I just cannot seem do get them up; particularly in math. I really want to switch schools next year, hopefully it will be an easier experience.


Posted January 12, 2011

This is a great school. It is our first year here and they where so helpful in everyway. Teachers have answered my questions right away. My children are very happy here.
—Submitted by a parent


Posted January 12, 2011

This is my first year at TPMS and I was real nervous about everything at first. I was scared that I was going to get lost, that I wouldn't know anyone or meet anyone, and that I would have trouble with the block schedule. I was definitely wrong! It was real easy and even though people say that there are a lot of "trashy" kids there with piercings, mo hawks, and drugs, I haven't encountered any. Sure some kids cuss in the hallways and stuff, but you're going to find that at any school! The one problem that I have with TPMS is that some of the staff has been there for a little too long. After a teacher has been there for more than 20 years, they start to hate their job. The longer the teacher has been involved, the grouchier and more strict they are. Overall the school is okay. :)


Posted October 4, 2010

My child is having a problem with bullies at this school. The staff/administration has been less than responsive.
—Submitted by a parent


Posted September 28, 2010

This school could do a better job with teachers; I had a recent incident in 6th grade music class where my student got an F for not handing in her signed handbook on time because the teacher did not do his job in giving out the handbook to those students who did not have one it was up to the students to get one on their own, that was alright, however, we had an emergency computer crash that week this was explained but teacher still would not give out this handbook to be signed--I had to call the front desk at school in order to get a copy then I find out there is a deadline and my daughter rec'd an F. Confronted the teacher all he could say was basically too bad.
—Submitted by a parent


Posted April 18, 2010

What can I say, really. The teachers are horrible and confuse assignments. The school is painted like Taco Bell. And what's worse, there is an extreme bullying problem.
—Submitted by a parent


Posted September 16, 2009

The school has really worked out a system for transitioning kids from elementary to middle school, the village system and limited number of teachers in 6th grade really does make the shock easier for the kids. I'm really impressed with the way they have the school structured and running.
—Submitted by a parent


Posted October 26, 2008

Excellent School that puts the students first. Tutorials offered by teachers is excellent. Newer principal has prioritized learning and safety of the kids. Wonderful after school programs and very supportive Parent groups.
—Submitted by a parent


Posted May 4, 2007

I think the school has greatly improved since I attended 20 years ago. My daughter is in the 6th grade, and her teachers have been very supportive, they offer after shool tutorials for kids who need extra assistance with homework or general understanding of a lesson. They have always made time for me for meetings, they are quick to respond to e-mails and phone calls. I truly believe the staff care about the students and their education. The music program is uotstanding, the director has fun with the kids while teaching them the skills they need to succeed in the program. They even offer 3 opportunities a week for kids to see the director and practice in smaller groups.
—Submitted by a parent


Posted May 3, 2007

TPMS is a pretty good school but some teachers aren't the best. My child is about to graduate and has liked the school very much. Her 6th and 8th grade teachers were fantastic. Also, Twin Peaks has a really good band program with extremely good teachers. My child has really enjoyed band. The PE program is an excellent one too. In addition this school has been renovated and redone. The campus looks very nice now and really needed an update. In the end I recomend this school because of many outstanding teachers and fun activities for the students.
—Submitted by a parent


Posted February 2, 2007

I have had two kids go through this school. I think the teaching staff has some high points, but most teachers appear to care less about childs education. Many teachers and the full admin staff are very unresponsive towards parents requests for meetings regarding teachers/other issues. If you have a bright student, try to send them to another school as they will be bored here.
—Submitted by a parent


Posted December 26, 2006

The rotating block system stinks. I would not recommend this school to anyone.
—Submitted by Terri, a parent


Posted April 23, 2006

Both of my daughters attend this school which is quite large. The 6th graders are in a village area of their own which is at least something. It has been renovated since we arrived which has meant trailers for classrooms for part of the time. The girls are both in the gifted program, homogenous. (you have a choice of heterogenous also.) It is a good program with the exception of the math program. The band program is excellent with dedicated teachers. Overall, a good school experience.
—Submitted by a parent


Posted December 12, 2005

The academic programs at Twin Peaks are satisfactory, though it seems that for children who are underachieving, few solutions are offered. I would say that parent involvement is high, but that is true for most, if not all, schools in Poway.
—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 2012.

This school's
API score

893

Change from
2011 to 2012

-1

API Statewide Rank
(2011)

9 / 10

API Similar Schools Rank (2011)

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 2012

This school's
API score

893

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
2011 to 2012

-1

Change from 2011 to 2012
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. 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
(2011)

9 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

5 / 10

API Similar Schools Rank (2011)
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 63% in 2012.

2012

 
 
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2011

 
 
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2010

 
 
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2009

 
 
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Math

The state average for Math was 65% in 2012.

2012

 
 
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2011

 
 
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2010

 
 
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2009

 
 
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Science

The state average for Science was 60% in 2012.

2012

 
 
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2011

 
 
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2010

 
 
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2009

 
 
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Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 59% in 2012.

385 students were tested at this school in 2012.

2012

 
 
77%

2011

 
 
79%

2010

 
 
76%

2009

 
 
78%
Math

The state average for Math was 55% in 2012.

388 students were tested at this school in 2012.

2012

 
 
70%

2011

 
 
75%

2010

 
 
69%

2009

 
 
66%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

The state average for Algebra I was 86% in 2012.

102 students were tested at this school in 2012.

2012

 
 
99%

2011

 
 
95%

2010

 
 
98%

2009

 
 
97%
English Language Arts

The state average for English Language Arts was 62% in 2012.

424 students were tested at this school in 2012.

2012

 
 
85%

2011

 
 
78%

2010

 
 
84%

2009

 
 
80%
Math

The state average for Math was 52% in 2012.

320 students were tested at this school in 2012.

2012

 
 
76%

2011

 
 
67%

2010

 
 
68%

2009

 
 
68%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

The state average for Algebra I was 49% in 2012.

253 students were tested at this school in 2012.

2012

 
 
58%

2011

 
 
58%

2010

 
 
68%

2009

 
 
83%
English Language Arts

The state average for English Language Arts was 59% in 2012.

420 students were tested at this school in 2012.

2012

 
 
78%

2011

 
 
83%

2010

 
 
77%

2009

 
 
74%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.

89 students were tested at this school in 2012.

2012

 
 
28%

2011

 
 
29%

2010

 
 
30%

2009

 
 
39%
Geometry

The state average for Geometry was 87% in 2012.

80 students were tested at this school in 2012.

2012

 
 
92%

2011

 
 
96%

2010

 
 
97%

2009

 
 
98%
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.

421 students were tested at this school in 2012.

2012

 
 
71%

2011

 
 
72%

2010

 
 
75%

2009

 
 
72%
Science

The state average for Science was 66% in 2012.

418 students were tested at this school in 2012.

2012

 
 
88%

2011

 
 
90%

2010

 
 
89%

2009

 
 
86%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

The state average for Algebra I was 25% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Algebra II

The state average for Algebra II was 69% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Biology/Life Sciences

The state average for Biology/Life Sciences was 60% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Earth Science

The state average for Earth Science was 39% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 57% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 48% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Integrated/Coordinated Science 1

The state average for Integrated/Coordinated Science 1 was 22% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
World History

The state average for World History was 50% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-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

Math

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-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

Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-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
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

English Language Arts

All Students77%
Females79%
Males76%
African Americann/a
Asian100%
Filipino75%
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged51%
Non-economically disadvantaged83%
Students with disability42%
Students with no reported disability80%
English learner22%
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate44%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)55%
Parent education - college graduate86%
Parent education - graduate school/post graduate88%
Parent education - declined to state79%

Math

All Students70%
Females67%
Males74%
African Americann/a
Asian76%
Filipino67%
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged44%
Non-economically disadvantaged77%
Students with disability31%
Students with no reported disability74%
English learner17%
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate38%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)47%
Parent education - college graduate79%
Parent education - graduate school/post graduate84%
Parent education - declined to state67%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

Algebra I

All Students99%
Females98%
Males100%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)99%
Economically disadvantagedn/a
Non-economically disadvantaged99%
Students with no reported disability99%
English learnern/a
Fluent-English proficient and English only99%
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)n/a
Parent education - college graduate100%
Parent education - graduate school/post graduate98%
Parent education - declined to staten/a

English Language Arts

All Students85%
Females88%
Males82%
African Americann/a
Asian88%
Filipino85%
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged50%
Non-economically disadvantaged91%
Students with disability26%
Students with no reported disability89%
English learner15%
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduate60%
Parent education - some college (includes AA degree)73%
Parent education - college graduate89%
Parent education - graduate school/post graduate95%
Parent education - declined to state70%

Math

All Students76%
Females79%
Males72%
African Americann/a
Asian77%
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged50%
Non-economically disadvantaged81%
Students with disability16%
Students with no reported disability81%
English learner32%
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 graduate42%
Parent education - some college (includes AA degree)65%
Parent education - college graduate80%
Parent education - graduate school/post graduate90%
Parent education - declined to state71%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

Algebra I

All Students58%
Females63%
Males54%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged42%
Non-economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability59%
English learnern/a
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate46%
Parent education - some college (includes AA degree)55%
Parent education - college graduate61%
Parent education - graduate school/post graduate64%
Parent education - declined to state33%

English Language Arts

All Students78%
Females86%
Males73%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged38%
Non-economically disadvantaged84%
Students with disability31%
Students with no reported disability82%
English learner0%
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate33%
Parent education - high school graduate62%
Parent education - some college (includes AA degree)68%
Parent education - college graduate82%
Parent education - graduate school/post graduate91%
Parent education - declined to state63%

General Mathematics (Grades 6 & 7 Standards)

All Students28%
Females29%
Males27%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino15%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)40%
Economically disadvantaged14%
Non-economically disadvantaged35%
Students with disability9%
Students with no reported disability34%
English learner6%
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate25%
Parent education - some college (includes AA degree)27%
Parent education - college graduate36%
Parent education - graduate school/post graduate27%
Parent education - declined to staten/a

Geometry

All Students92%
Females87%
Males95%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)91%
Economically disadvantagedn/a
Non-economically disadvantaged91%
Students with no reported disability91%
Fluent-English proficient and English only91%
Gifted and talented94%
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 graduate91%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students71%
Females69%
Males71%
African Americann/a
Asian85%
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged35%
Non-economically disadvantaged75%
Students with disability29%
Students with no reported disability74%
English learner5%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate42%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)59%
Parent education - college graduate74%
Parent education - graduate school/post graduate84%
Parent education - declined to state54%

Science

All Students88%
Females89%
Males87%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged71%
Non-economically disadvantaged90%
Students with disability42%
Students with no reported disability91%
English learner39%
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate67%
Parent education - high school graduate75%
Parent education - some college (includes AA degree)89%
Parent education - college graduate91%
Parent education - graduate school/post graduate93%
Parent education - declined to state63%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

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
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-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

Algebra II

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-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

Biology/Life Sciences

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-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

Earth Science

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
Non-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 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
Non-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

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
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-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
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-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

Integrated/Coordinated Science 1

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-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

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-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
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
White 72% 28%
Hispanic or Latino 13% 49%
Asian 5% 8%
Filipino 3% 3%
Multiple or No Response 3% 3%
African American 2% 7%
American Indian or Alaska Native 1% 1%
Pacific Islander 1% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 17%N/A24%
Students eligible for free or reduced-price lunch program 212%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 81% 85%
Korean 4% 1%
Vietnamese 4% 2%
Arabic 3% 1%
All other non-English languages 1% 1%
Farsi (Persian) 1% 0%
Filipino (Pilipino or Tagalog) 1% 1%
Italian 1% 0%
Mandarin (Putonghua) 1% 1%
Russian 1% 0%
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 16N/A11
Average years teaching 18N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 0%N/A96%
Emergency credential or waiver 100%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

14640 Tierra Bonita Road
Poway, CA 92064
Website: Click here
Phone: (858) 748-5131

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