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Teacher quality
Principal leadership
Parent involvement
I love going to this school, like any other schools it had it's up and downs however it had more ups than downs than I can recall. I know the school right now is going to some hardship but the school was better served when Dr. Loya (RIP) was serving as superintendent; my class was fortunate enough to see him before he was forced to retire due to leukemia, after the school went to a talespin, but I think it's coming back to it's normalcy. Also Bob Schaar (RIP) may the school all worthwhile, Bob-o you're surely missed my friend. He was a child's best friend while being a superior supervision to the kids and always wanted to helped out anyone that need his help.
i love john steinbeck because,its a great school my kids go there no gangs and its in a great area.the teachers and staff there are so nice and the teachers are good with kids.i think john steinbecj is a great school and should win.
—Submitted by a parent
Steinbeck school does not seem to be very tentative. Parents and students are given misinformation on a daily basis. The Parent Handbook is misleading and lacks much needed information. I have requested that my son's teacher contact me over 5 times and I still have not received a response. The school lacks in communication skills and the staff are rude and disrespectful to parents and students.
—Submitted by a parent
Steinbeck school is under some new 'management'. We have a new Principal and a part-time Program Manager who work great together as a team. I see some great and much needed improvements on the way. The teachers, staff and parent involvement continue to be the best in our district.
—Submitted by Debra Grant
My son had Mrs. Montes for Kindergarden last year, and she was great with the kids. She is by far the most popular, and requested teacher for that grade level, and for a reason. My son is now in 1st grade, and Mrs. Edery has been very supportive, and is a great teacher as well. John Steinbeck is a wonderful school, that has a high parent involvement, art class and music. I am very happy that Mrs. S in now our principal. She seems to be making a lot of changes to the school, and for the better. The staff seems very happy with the change, and I would highly recommend John Steinbeck for your children. I dind't rate Steinbeck 5 starts, because unfortunately they don't offer the GATE program
—Submitted by a parent
This school has lost it's luster since our first child attended in 1999. Unfortunately, the principle, Mr. Nava is more concerned about playing politician than attending to the deficiencies in his staff. When cornered with 'real life issues' concerning my child and how her teacher admonished her in an open forum in her classroom, he sidestepped his way around the questions (like a politician) and had his staff (teacher) only reply to 'HIM' during a conference. If you enjoy watching your child prosper and get an education, you might want to investigate a little more. The school does have some very good/great teachers.
—Submitted by Jason Lagan, a parent
Overall this is a very good school if not best in the area.
—Submitted by Alec Quema, a parent
My oldest son started first grade at John Steinbeck School. He has been a good student with excellent grades and has participated in the Gifted and Talented Education Program. This school's principals, teachers, and parents have all been great and this is why this school is one of the top schools in the our city. Now my younger two sons are attending this school where the teachers and parents are doing all that they can to keep the art and music programs available to our children. I love this school and I know for a fact people move to this area just to send their children to this school.
—Submitted by a parent
Both of my kids have gone to this school. The education level is very high. Parents get very involved in their education. The music program is excellent. The teachers are great and very professional. I recommend steinbeck elementary to any parent that wants to have their child start in the right direction.
—Submitted by CARLOS AGUDELO, a parent
Steinbeck is like a home away from home. A family. Parent involvement is phenominal. I love steinbeck
—Submitted by a parent
This Kindergarten class (Mrs. Montes)in this school is simply wonderful. My son went in not knowing his letters or knowing his numbers and came out reading and doing math problems! Mrs. Montes uses the most fun ways to teach the children and to keep them interested in learning. The class is so well behaved and I am sad to be moving away from this school. The children of this class illustrated a book I wrote and 100% of the proceeds go to saving the Salinas Libraries!
—Submitted by a parent
What we like best about this school is that it is a neighborhood school.
—Submitted by a parent
Nice, local elementary school in a quiet neighborhood. Most children walk to school. The school is newer and in good condition, the teachers well qualified, and the education is pretty solid - the only problem is the district in which it operates. The top-heavy district has been increasing class sizes and reducing programs, requiring the parent group to raise money to maintain those programs. My two daughters did enjoy attending Steinbeck.
—Submitted by a parent
Steinbeck has a strong parent support system, including the Parent Teacher Club who suppport and fully finance a full time music teacher and part time art teacher. The presence of a principal was lacking at the beginning of the school year. Classroom sizes are way to high.
—Submitted by a parent
I am a parent who has been with this school for 9 years. My oldest is in 8th grade and has excelled in every academic opportunity because she was well prepared through her 7 years at Steinbeck. Middle schools in the Salinas area covet students from Steinbeck because of their abibilty and readiness to learn. I have had exemplary experience with the teachers and staff. Both of my children have enjoyed their experience.
—Submitted by a parent
My son has gone to this school for 3 years. He loves it. The students are happy and well behaved. The PTC funds fieldtrips, the Science Learning Center, a part time Credentialed Music Teacher and and Art Teacher. They put on annual Art Show and supperb musical presentations for parents. Although the school has high test scores the district does not financial support the school in technology, fieldtrips, supplies. Parents, school staff, and the PTC are what make this and excellent, beautiful school where students are safe and happy to learn.
—Submitted by a parent
Steinbeck is a beautiful school, they seem to have large parent involvement, a good PTC and even good API scores. The problem is, all of that looks good on the surface but what about attending to your individual childs needs? I have found the school is NOT equiped in any way with programs to help the individual child succeed and ensure learning success. I find teachers often seem over run, over worked and frankly out numbered with the large size class rooms. How in the world could they even have the time to see your child growing academically the way you might want? They cant. And the school cant. They are not set up with support programs, special resources or other to assist a failing child to achieve greater results. If your child goes to this school and has any learning difficulties then you can expect to pay big bucks out of pocket to send them to programs outside of the school just to get the basics they need!
—Submitted by a parent
We've put six children through this school. Parent participation and support is high. Excellent and concerned teachers make up for district neglect and the Principal's failures. Parents demand respect and demand that children's needs are met. This school has a high turn-over rate for principals as a principal unwilling to listen to or work with parents will not be tolerated. This makes for a wonderfully supported school. Most teachers on staff work above and beyond what is expected to offer the most to their students. Class size in grades 4-6 are in fact 31-35 students, not the listed 29.
—Submitted by a parent
Steinbeck is the best school in the Alisal School District. Besides having the highest test scores every year, the parent involvement at the school is also very high. The Parent Teacher Club(PTC) raises money every year to pay for an Art Teacher and a Music Teacher. The PTC also pays for field trips for the students. The school has the highest quality teachers and other teachers in the district continue to try to transfer into this school. The staff is very efficient considering the lack of budget they recieve from the district. The district does not support this school very well because the other schools in this district have major problems and lower test scores.
—Submitted by a parent
The class size of the fourth thru sixth grades is not 29. It has not been there for the last two years. The classes range from 31 to 35 students in them. The principal has never once helped fix a problem unless he was made to force it by the parents confronting him. (Several times)
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.
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 API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
99 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
99 students were tested at this school in 2012.
2012
2011
2010
2009
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
The state average for English Language Arts was 48% in 2012.
85 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
85 students were tested at this school in 2012.
2012
2011
2010
2009
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
The state average for English Language Arts was 67% in 2012.
93 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
93 students were tested at this school in 2012.
2012
2011
2010
2009
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
The state average for English Language Arts was 63% in 2012.
87 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
89 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
90 students were tested at this school in 2012.
2012
2011
2010
2009
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
The state average for English Language Arts was 59% in 2012.
93 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
94 students were tested at this school in 2012.
2012
2011
2010
2009
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
The state average for Algebra I was 86% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
2012
2011
2010
2009
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
| All Students | 56% |
| Females | 63% |
| Males | 50% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | n/a |
| Students with disability | 0% |
| Students with no reported disability | 64% |
| English learner | 47% |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 68% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 63% |
| Females | 69% |
| Males | 58% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | n/a |
| Students with disability | 18% |
| Students with no reported disability | 69% |
| English learner | 58% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 73% |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
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
| All Students | 52% |
| Females | 60% |
| Males | 44% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | 43% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 47% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 81% |
| Males | 81% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | 81% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 73% |
| Parent education - high school graduate | 70% |
| Parent education - some college (includes AA degree) | 92% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
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
| All Students | 59% |
| Females | 65% |
| Males | 53% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| English learner | 35% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 40% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 71% |
| Males | 64% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | 50% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 73% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
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
| All Students | 68% |
| Females | 82% |
| Males | 52% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | 38% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 63% |
| Parent education - high school graduate | 87% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 78% |
| Males | 59% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | 35% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 58% |
| Parent education - high school graduate | 80% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 57% |
| Females | 59% |
| Males | 55% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| English learner | 17% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 84% |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
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
| All Students | 71% |
| Females | 77% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | 33% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 64% |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 56% |
| Females | 62% |
| Males | 53% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 58% |
| English learner | 13% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 80% |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
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
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
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
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 »
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
All students
Female
Male
All students
Hispanic or Latino
All students
Economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic | 77% | 51% | ||
| White | 11% | 27% | ||
| Asian | 8% | 11% | ||
| Black | 3% | 7% | ||
| Two or more races | 1% | 3% | ||
| American Indian/Alaska Native | 0% | 1% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 100% | N/A | 54% |
| English language learners 2 | 33% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 93% | 85% | ||
| Filipino (Pilipino or Tagalog) | 3% | 1% | ||
| All other non-English languages | 2% | 1% | ||
| Cantonese | 2% | 2% | ||
| Arabic | 1% | 1% | ||
| Vietnamese | 1% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 24 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 17 | N/A | 11 |
| Average years teaching | 18 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 4% | N/A | 2% |
| School Leader's name |
|
| Fax number |
|
| Extra learning resources offered |
|


Tips for understanding school culture
TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.
1714 Burlington Drive
Salinas,
CA 93906
Phone: (831) 753-5780
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