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GreatSchools Rating

Mt. Woodson Elementary School

Public | K-6

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 3 ratings
2013:
Based on 3 ratings
2012:
No new ratings
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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17 reviews of this school


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Posted July 7, 2014

I agree with the one star parents.... I was at Mt. Woodson school daily so I saw first hand how bad this school was! Tired grumpy teacher's and a new principal that has the deer in the headlights look. Our daughter was picked on daily, we tried to stick it out as this school is one mile from our home....... Its is true that this school is full of bullies and not much seems to be done. Other schools are proactive with lessons special assemblies to address bully issues. Yes the score are so bad here.....sad the staff seem to want parents to move to another school and do little to bring up scores. Yes I work with our daughter and do my part as a parent so with that said I will transfer to another school in Ramona. I hope at some point someone steps up and looks into what is really going on at Mt. Woodson school! Low scores, bullies, tired teacher's, bad principal and yes if your child has any special education needs they talk a good game....watch out beware of non compliance on IEP no follow up drop balls not the best school if your child has an IEP!
—Submitted by a parent


Posted July 3, 2014

I can't say enough about what a great school this is. My children thrived, made lifelong friends and were given a wonderful education. It seems the less involved the parent is the more complaints they have. It is not the schools job to raise the child.
—Submitted by a parent


Posted March 29, 2014

My son attended Mt. Woodson it was an awful experience! This school is full of Bullies! Teachers and principal do nothing to stop the bullies! Scores are low if hour child has special needs RUN from this school! Please don't put your child in this school! Do to the fact scores are so bad you have a right to transfer to another school in the district! Shame on fhd district office for sweeping serious issues under the carpet! Bullies, Teachers that need to retire and a rooky principal make for a nightmare that no family should be subject to! If I could give 0 stars I would!!
—Submitted by a parent


Posted September 24, 2013

The school is in a Program Improvement (PI) because it failed to achieve Adequate Yearly Progress (AYP) for two consecutive years in order to exit PI. My advice is to get as much information about the school and its teachers prior to enrolling your child to make sure there is an appropriate fit. Our experience is that some of the teachers are rigid, they do their job that they are paid for and no more. It's the extra effort and natural love for the profession and children that makes a great teacher. Unfortunately that is greatly lacking in some of the teachers. There's a new Principal this year. Hopefully my child will see a difference this year from last year due to this change at the top. Until then my experience is that this is a school that lacks the motivation to be an 8 out of 10 school as it is currently rated by GreatSchools. I would give it at best a 4.
—Submitted by a parent


Posted July 25, 2013

Moved from another district to Mt Woodson for the last 2 months of first grade. My daughter was struggling and disliked school. In the 2 short months she was there she transformed! She loves school and the wonderful teachers at Mt. Woodson assisted her in learning to read! She has gained more in the short time she has been there than all the months at her old school. Mt Woodson is a great school and has friendly and knowlegable teachers and staff. They will treat your child as an individual not a walking test score!
—Submitted by a parent


Posted May 15, 2013

The first thing you notice when you walk in the door, is the cold uncaring rude behavior of the office staff. My children served their time at this school, that has a few truly caring teachers among a group of jaded, sarcastic, mediocre (at best) teachers, many that should have retired long ago! The real problem is the principal who lacks control over this unprofessional group. Sadly the teachers with bad attitudes out number the few who are afraid to speak out. As a parent, volunteer and PTA member it was clear that nothing would change until the principal herself left. We just stuck it out, and suffered... The entire family is so happy to be out of that school. In spite of it all, my kids are thriving at the middle and high school levels. Mt. Woodson, you have room for MUCH improvement. Why not start with getting in a truly caring, capable, high achieving principal who will put children's best interests first, rather than fear of upsetting the toxic crew that work there.
—Submitted by a parent


Posted March 13, 2010

Mt. Woodson is a fantastic school. My son started in Kindergarten with Mrs. Tamburrino. Both she and Mrs. Brown had our kids reading and spelling at a mid 1st grade level by the end of the year. The 1st grade teachers were thrilled. Now my son is in the 2nd grade, his teacher Mrs. Stemm is a delight. She is always finding fun ways to teach (hatching beetles in class) for instance. The PTA is outstanding. They plan events and activities for all students and work tirelessly throughout the year. If not for the PTA most of the extracurricular events wouldn't take place.
—Submitted by a parent


Posted February 24, 2010

Mt Woodson has been a fantastic experience for my child. The staff is professional and excited to be a part of this school. I have gotten 'top notch' support and responsiveness from my teachers as well as the administration. My child has special needs and recieves excellent support through a fully included program and expert special education staff.
—Submitted by a parent


Posted September 15, 2009

First impressiion is that this school is a good example of what an elementary school should be. The school appears focused on learning, instead of just raising test scores. While the school is keeping an eye on overall score performance, the administration looks to develop the 'whole student' towards a balance of future citizen.
—Submitted by a parent


Posted September 19, 2007

Both my children have had a great learning experience at Mt. Woodson. Most specifically, Mrs. Welch was absolutely exceptional as a third grade teacher, and incorporated science in many of my child's learning experiences. We have also had very favorable experiences with Mrs. Nau, Mrs. Franz and Mrs. Arend. Both of my children want to become teachers when they grow up. Thank you.
—Submitted by a parent


Posted May 16, 2007

The teachers are not that bad, but the prinipals attitude and level of involvement with both parents and students is horrendous and lacking greatly.
—Submitted by a parent


Posted March 27, 2007

This is a great school with vigorous academics and a focus on bring all kids up to and beyond standard. Teachers and staff are dedicated, with great parental involvement...as long as those parents are getting their way.
—Submitted by a parent


Posted March 13, 2007

Mt. Woodson has very nice buildings and grounds but don't let that fool you. Some teachers are OK, but quality diminishes as grade level rises. Administration are cold. The only nice people on campus are the school nurse and the custodian. Art is completely non-existent at this school. Instead, they pile on math and language arts homework like they're grooming kids to become work-a-holics (2+ hours every night). GATE=more homework, not greater depth and breadth.
—Submitted by a parent


Posted January 21, 2007

The campus is great and some of the teachers are outstanding, while others are so-so. The fact that Mt. Woodson is our 'home' school, despite the fact that it's 9 miles each way, makes it impossible for kids with working parents to stay after school for extra help or to participate in extracurricular activities. Music, art, etc. programs are too limited, class size is generally too long, and SPED services are inadequate.
—Submitted by a teacher


Posted September 19, 2006

Very clean campus. Good parent involvemet shown during the year.
—Submitted by a parent


Posted August 25, 2006

Both of my Kids have attended MT. Woodson from the begining. We have had problems with the school from day one,except when the school was under Mr. Chilley he was a Great man. Thank Goodness our stay in Ramona is coming to a end .
—Submitted by a parent


Posted March 27, 2006

This is a great school with vigarous academic standards. A high level of parent involvement makes this an exciting school for children with tons of social events.
—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

869

Change from
2012 to 2013

-10

API Statewide Rank
(2012)

8 / 10

API Similar Schools Rank (2012)

9 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2013

This school's
API score

869

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

-10

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)

9 / 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.

64 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
75%

2011

 
 
73%

2010

 
 
63%
Math

The state average for Math was 65% in 2013.

64 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
84%

2011

 
 
83%

2010

 
 
84%
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.

65 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
51%

2011

 
 
58%

2010

 
 
46%
Math

The state average for Math was 66% in 2013.

65 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
72%

2011

 
 
76%

2010

 
 
59%
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.

75 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
78%

2011

 
 
73%

2010

 
 
74%
Math

The state average for Math was 72% in 2013.

76 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
89%

2011

 
 
84%

2010

 
 
93%
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.

71 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
68%

2011

 
 
77%

2010

 
 
73%
Math

The state average for Math was 65% in 2013.

70 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
55%

2011

 
 
78%

2010

 
 
81%
Science

The state average for Science was 57% in 2013.

70 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
79%

2011

 
 
88%

2010

 
 
83%
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.

65 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
87%

2011

 
 
71%

2010

 
 
81%
Math

The state average for Math was 55% in 2013.

65 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
73%

2011

 
 
79%

2010

 
 
85%
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 Students67%
Females76%
Males60%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged50%
Not economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability75%
English learner48%
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate55%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate73%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students77%
Females83%
Males71%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged65%
Not economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability80%
English learner63%
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 graduate73%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate80%
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%
Females53%
Males39%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged20%
Not economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability45%
English learner11%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)47%
Parent education - college graduate50%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students67%
Females66%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged47%
Not economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability69%
English learner33%
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)74%
Parent education - college graduate69%
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 Students72%
Females74%
Males69%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged56%
Not economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability74%
English learner32%
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 graduate69%
Parent education - some college (includes AA degree)77%
Parent education - college graduate81%
Parent education - graduate school/post graduate100%
Parent education - declined to state50%

Math

All Students76%
Females73%
Males81%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged65%
Not economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability78%
English learner53%
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 graduate69%
Parent education - some college (includes AA degree)77%
Parent education - college graduate76%
Parent education - graduate school/post graduate100%
Parent education - declined to state83%
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 Students73%
Females81%
Males65%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged49%
Not economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability77%
English learner21%
Fluent-English proficient and English only92%
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)82%
Parent education - college graduate100%
Parent education - graduate school/post graduate91%
Parent education - declined to state46%

Math

All Students76%
Females83%
Males68%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged61%
Not economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability78%
English learner39%
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)82%
Parent education - college graduate89%
Parent education - graduate school/post graduate82%
Parent education - declined to state62%

Science

All Students92%
Females89%
Males94%
African Americann/a
Asiann/a
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)100%
Economically disadvantaged83%
Not economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability92%
English learner67%
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)100%
Parent education - college graduate100%
Parent education - graduate school/post graduate100%
Parent education - declined to state69%
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 Students85%
Females88%
Males83%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino72%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantaged71%
Not economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability85%
English learner42%
Fluent-English proficient and English only94%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate82%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate95%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students61%
Females63%
Males61%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged43%
Not economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability62%
English learner0%
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate55%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate68%
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 50%
Hispanic 41%
Two or more races 5%
American Indian/Alaska Native 1%
Asian 1%
Black 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 50%N/AN/A
English language learners 32%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • Robin Arend
Fax number
  • (760) 788-5353

Resources

Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
School leaders can update this information here.

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17427 Archie Moore Road
Ramona, CA 92065
Phone: (760) 788-5120

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