Advertisement

GreatSchools Rating

High Tech Middle School

Charter | 5-8 | 336 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 4 ratings
2011:
Based on 2 ratings
2010:
Based on 4 ratings

Teacher quality

Principal leadership

Parent involvement

Rate this school

Click on stars to rate
Please select a star rating for this school.
    Helpful reviews answer questions:
  • What do you think others should know?
  • What do you like?
  • How could your school improve?
    Review Guidelines
    GreatSchools won’t post reviews that contain:
  • Inappropriate language
  • Allegations of criminal conduct
  • Names of students, teachers or staff
1200 characters remaining
Please indicate your relationship to the school.
Please read and accept our Terms of Use to join GreatSchools.
Indicates a required field

25 reviews of this school


Sort by:
Show reviews by:
Posted August 16, 2012

I am going into 7th grade this year. I attend High Tech Middle, and it is the best school in the world. Our teachers are the best in the world. The drama class is advanced and amazing. We learn everything from blocking to being in our own school play. If you are thinking of putting your child here. Go for it. You will see your child bump up his grades if they were bad before. This school makes you pay attention in class by adding fun to everything. It's hard not to get an "A". I assure you that when summer comes next year your child will sure miss school. I sure do. We get a time at the end of the day called "X-Block" where we get to choose out of many activities including Lego's, tutoring, skateboarding, plays, movie time, football, soccer, baseball, tech class, guitar, drums and even yearbook staff, etc.. We get an hour of any fun X-Block class in the school a day. We get the privilege to go to liberty station on short days to get what we want. During lunch we have a park to eat at, the food court, or the big school area. At the end of the year we go on a really fun trip to celebrate the end of the year. We went to soak city. And we are 1 of the few schools that has 1 week camp.


Posted June 29, 2012

This school is absolutley amazing, I am a student going into 7th grade, and the staff are all young, energetic and creative. No one is grumpy or mean. I had Mrs. Strong and Mr. Shaddox. Mrs. Charlie was my art teacher and she was fantastic she made you want to do your best with fun activities. Mrs. DeAnna was also amazing, as my drama teacher. She was funny and entertaining. I look forward to 7th grade. I was actually sad to leave my school on the last day.


Posted May 22, 2012

I think its a great school. Honestly I think they do push kids and reading the comments from a few years back they seem to have made some adjustments from what I see. My daughter has always been an upper level student and very proactive in her classes and this school so far has given her the right challenges. Her match teacher recognized that she is advanced beyond the rest of the class and does push her with more advanced work after she completes and shows her knowledge for the standard lesson. I do agree this school probably isn't for everyone but I feel it is a great school for my daughter and will be getting my 2 younger ones in there for middle school. The school also offers softball in which my daughter is a travel ball player so that also is a positive that there is great academics as well as sports. For the people complaining about no football at the high school for their son..I believe if a sport isn't offered you can attend a different school for that sport? At least in high school we had a kid on my basketball team play who came from a charter school.
—Submitted by a parent


Posted March 16, 2012

We found the teachers really cared about how the kids did, how they grew and matured and whether they were happy there. The director (MsGriswold) was fantastic. Our kid learned some valuable lessons on how to talk to others, plan projects, meet deadlines and present information during a meeting. Made good friends and did not get exposed to some of the nastier bits of middle school. However, I do not feel the work was rigorous. It required very little effort to get As and too much time during projects painting and hotglueing stuff. Also because the school draws from all over San Diego the students enter the school with very varying abilities so my kid spent many math classes staring out of the window or teaching other kids. We decided to move to a regular public high school. It was a shock to the system to get plenty of homework and a much more rigorous schedule. My student is less bored in class now and has to work much harder to get good grades. I don't much care for the public school system but our kid is learning to work there. If you have a motivated student they will do well, but school does not push kids who don't push themselves.
—Submitted by a parent


Posted November 12, 2011

Regarding the comment below...I'm sorry your child was expelled from High Tech. My child is now in his 2nd year of attendance at High Tech Middle. I am a very involved parent and I have not seen nor heard any of the unfortunate events you describe. My child had good test scores, not perfect, and no one at the school seemed focused on that. In fact, HTM does not believe that students should be ranked by a standardized test, nor should one student be given praise for scoring high while other students are looked down on for scoring low. HTM's project-based learning meets every child where they are; it challenges those who are ahead academically, and strengthens those who need extra help. Also, my child was hit by another student and HTM immediately did an investigation. The child's parents were called and the child received a 1-day suspension. I find it hard to believe your child was harassed. this way and HTM knew about it. HTM does not have any police presence, no officer who roams the halls keeping order. The school stays safe because of their strict policies regarding behavior. Most public schools cannot boast of such order without security presence.
—Submitted by a parent


Posted November 12, 2011

I m a parent of an 8th grader who attends HTMCV. This is a beautiful new building sitting in the outskirts of Chula overlooking big open spaces of the Otay Valley. All young, beautiful and enthusiastic teachers, safe environment for the kids but that s where the positive ends. I ended up pulling my 5th grader out of the HT elementary. He was having a hard time adjusting to the no text books, no homework and no real math mentality. He hated the school & didn t understand why at their age they had to sit around the carpet and have the teacher read & act out third grade reading level books to them. Not much really changes with the upper grades. HT Staff does not discuss academic performance; my questions to them have gone unanswered. Town hall meetings are about the beautiful school & how lucky we are to have our kids there rather than school performance. Most parents will not question the school because they get caught up in the hype. The ones who are finding out the many faults of the HT schools system are the ones paying attention, questioning their kids and doing quite a bit of research. I ll be pulling out my 8th grader next year as well.
—Submitted by a parent


Posted November 29, 2010

An amazing school with a modern perspective on education. Young energetic staff and faculty with an emphasis on real world project based learning. Two primary elements to consider: 99% of HTH students who apply to and are admitted to college after graduation 100% of HTH students complete the A-G Requirements for entrance into the CSU and UC systems, something only 34% of all CA high school students accomplish. These are the "gatekeeper' courses that, once completed, give students an opportunity for a quality, public college education. In closing, this educational institution not only boasts and unmatched success rate for prepairing our youth for College, but more importantly has developed a system that has made the elementary to middle school transition seamless and free of the "typical" pit-falls found in this most critical stage of childhood development. I am very impressed with what we have been so lucky to be a part of!
—Submitted by a parent


Posted September 9, 2010

I feel honored and privledged to have my daughter at HTM. She is doing wonderful in this unique environment. The teachers have the cool factor which seems to keep the kids more focused and more eager to learn. I do see some kids who fool around and are disruptive - makes me sick when you see all the bright young children who would LOVE an opportunity to go here. All in all we are very very happy!
—Submitted by a parent


Posted June 1, 2010

My child has learned so much from attending this school. How to stand up in front of peers, teachers and parents and run a meeting, plan resources, answer questions, practice leadership roles, how to plan a project from start to finish. The projects are interesting and generally engage the students. You can tell that all the staff really care about the kids. This is evident in how willing they are to meet with parents and work with 1-on-1 with kids. The small school model really helps kids get to know one another and not get lost in the crowd. It also means that they tend to get along better. I do not think the academics are strong. In part because of the wonderfully diverse student population that has come from all different elementary schools. My kid has been able to complete the work and get good grades without much effort
—Submitted by a parent


Posted May 22, 2010

I wanted to put my son into HTM and did some extensive research, took tours and talked to staff. I asked if they had any programs for gifted children at the elementary level. I was told no, all of their students are smart (!) and most of the teachers were GATE certified. A few yrs ago I noticed a lot of them were but when checking out the Middle School I was suprised to find that many teachers do not even possess a credential! Maybe this is why their math program is so poor. I also noticed the test scores have consistently gone down. I think this school was once great but now just average.
—Submitted by a parent


Posted December 4, 2008

We now have two children working their way through the HTH, HTM system and both really enjoy school. Teacher's keep it challenging and interesting. Project based learning makes the kids own their work more than standardized text books. I have never seen a friendlier environment for all students. Kids all appear to get along. Administration doesn't allow troublemaker's to stay so learning environment is enhanced. We have a third child heading their way in two years. Good job HTH, HTM. Chuck Fortin
—Submitted by a parent


Posted November 7, 2008

I'm a parent w/4 yrs at HTM. I agree with 1/9/07. My kids learned how to get more out of their education by focusing on areas that interested them, but they had to be nudged into this. If your student is less interested in working, and won't do anything unless parents force them, you might be frustrated with this model but your kid will end up more independent after spending time in this school. Not working isn't an option, your kid won't be forgotten or seen as a lost cause. All of the kids I have known like going to school here. There isn't academic competition so the kids don't know who is #1 in grades. Teachers are not middle aged, most are under 35, but they are enthusiastic, dedicated & hard working.
—Submitted by a parent


Posted May 12, 2008

Not enough efficient learning. To much painting and making to learn a small detail. No broad picture or exposure to a variety of topics. There are no textbooks even to provide even the most basic instruction. The internet is used extensively, but the internet is not reviewed at all in most cases. In two years my kids have not learned any history. zero. To my surprise, they actually have learned some math and science. I owe this mostly to the fact that their math/science teachers both years were 'fresh' from schools that had to pay attention to the California Stds and had therefore not lounged fully into the laidback lazy 'project based' excuse for not teaching any of the expected standards. No gym. The kids seem nice and the class sizes are small. I am teaching them at home,now too. I give 'average' since most public schools now seem worse.
—Submitted by a parent


Posted January 9, 2007

I am somewhat puzzled at the parent's review for 1/07. When mentioning 'not enough hard work'; I wonder if the parent understands the concept of a project based curriculum. My 7th grader has never worked harder; and she has always been a straight-A student. A's take much more work at HTM! for those parents unfamiliar with a project based curriculum; I would strongly suggest Ron Berger's 2003 book: An Ethic of Excellence. In response to the concern regarding the median age of the faculty, I too was (at first!) somewhat surprised. But after more than 2 years now, I embrace the youthful spirit, energy, and dedication of every faculty member I've met. It is their enthusiasm that truly seems to connect with these formative personalities. As for extracurricular activities, the supplemental 6 to 6 program just keeps getting better! This is an incredible school!
—Submitted by a parent


Posted January 8, 2007

As a Parent I have had two children attend this school. It was okay, but there didnt seem to be alot of really hard work happinging. Many of the teachers are in there 20's and dont have alot of experience. the school was a nice change from pubic school but didnt really help my children advance. And there is no good activities.
—Submitted by a parent


Posted August 30, 2006

This is a very innovative school with a very different way of teaching. Your child will learn skills not often obtained until college. The curriculum is mainly project-based; there are no text books, and most of the homework involves researching the internet and other resources, and putting together presentations to give in front of the class. The kids learn public speaking skills very early. It is true that because they don t track students, they tend to teach math at the lowest common level. However, this has been changing lately because of complaints from parents, and additional in-depth units are now given to more advanced students if requested.
—Submitted by a parent


Posted April 30, 2006

Strong academics in a less than traditional format. Not for every child, but mine seems to love it!
—Submitted by a parent


Posted April 26, 2006

Initally I had very high hopes for high tech middle based on data for high tech high and overall it is probably been more positive than negative experience. The small school size was the biggest plus, but with the addition of the media arts(and next year the international) that feeling is lost and it has become another large school-just a little more spread out. The humanities block works well just as it does in other middle schools but as for the intergrated math-science block, it has been a disaster for math advancement and many are lagging in that area as a result. The scores for the high tech family of schools has been dropping probably as a result. Better than most out there, but we will be looking at other options for high school.
—Submitted by a parent


Posted March 21, 2006

This school teaches skills few others do--how to work with diverse groups of kids, how to gain leadership skills, and how to take initiative and 'own' your own learning. However, it's overrated when it comes to academics--my student has vey little homework and requires outside supplemental math education to remain challenged. While this would concern me more in a high school, I feel that my child is learning to be inwardly motivated and accountable for his own learning. I recommend this school highly, but to parents who insist that their (probably already advanced) child is optimally challenged, I'd recommend you look at San Diego's private schools instead--such as The Bishop's School, Francis Parker, Warren-Walker, Santa Fe Christian or La Jolla Country Day. Or, 'choice' into the La Jolla High or Torrey Pines High district.
—Submitted by a parent


Posted February 7, 2006

Great school. But, needs to focus on math program a little more
—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

828

Change from
2011 to 2012

+13

API Statewide Rank
(2011)

7 / 10

API Similar Schools Rank (2011)

2 / 10


API Growth scores over time

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

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2012

This school's
API score

828

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

+13

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)

7 / 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)

2 / 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

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Math

The state average for Math was 65% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Science

The state average for Science was 60% 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

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

107 students were tested at this school in 2012.

2012

 
 
66%

2011

 
 
65%

2010

 
 
73%

2009

 
 
69%
Math

The state average for Math was 55% in 2012.

106 students were tested at this school in 2012.

2012

 
 
51%

2011

 
 
52%

2010

 
 
54%

2009

 
 
52%
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.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

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

108 students were tested at this school in 2012.

2012

 
 
70%

2011

 
 
77%

2010

 
 
68%

2009

 
 
64%
Math

The state average for Math was 52% in 2012.

108 students were tested at this school in 2012.

2012

 
 
44%

2011

 
 
47%

2010

 
 
65%

2009

 
 
41%
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.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

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

109 students were tested at this school in 2012.

2012

 
 
76%

2011

 
 
65%

2010

 
 
56%

2009

 
 
63%
General Mathematics (Grades 6 & 7 Standards)

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

110 students were tested at this school in 2012.

2012

 
 
67%

2011

 
 
74%

2010

 
 
62%

2009

 
 
76%
Geometry

The state average for Geometry was 87% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
History - Social Science Grade 8 Cumulative

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

109 students were tested at this school in 2012.

2012

 
 
55%

2011

 
 
37%

2010

 
 
41%

2009

 
 
55%
Science

The state average for Science was 66% in 2012.

109 students were tested at this school in 2012.

2012

 
 
62%

2011

 
 
44%

2010

 
 
57%

2009

 
 
58%
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
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
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
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 Students66%
Females68%
Males64%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
White (not Hispanic)78%
Economically disadvantaged43%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)65%
Parent education - college graduate59%
Parent education - graduate school/post graduate85%
Parent education - declined to staten/a

Math

All Students51%
Females52%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
White (not Hispanic)68%
Economically disadvantaged28%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability51%
English learnern/a
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate38%
Parent education - some college (includes AA degree)44%
Parent education - college graduate59%
Parent education - graduate school/post graduate65%
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

Algebra I

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 no reported disabilityn/a
Fluent-English proficient and English onlyn/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 Students70%
Females75%
Males65%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
White (not Hispanic)89%
Economically disadvantaged57%
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability73%
English learner9%
Fluent-English proficient and English only77%
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 state71%

Math

All Students44%
Females45%
Males44%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino23%
White (not Hispanic)74%
Economically disadvantaged29%
Non-economically disadvantaged52%
Students with disabilityn/a
Students with no reported disability47%
English learner9%
Fluent-English proficient and English only48%
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 state42%
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
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 Students76%
Females84%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino68%
White (not Hispanic)86%
Economically disadvantaged62%
Non-economically disadvantaged82%
Students with disability18%
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only77%
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)72%
Parent education - college graduate83%
Parent education - graduate school/post graduate87%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students67%
Females66%
Males67%
African American45%
Asiann/a
Filipinon/a
Hispanic or Latino60%
White (not Hispanic)83%
Economically disadvantaged61%
Non-economically disadvantaged69%
Students with disability0%
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only68%
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)52%
Parent education - college graduate69%
Parent education - graduate school/post graduate80%
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
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
Fluent-English proficient and English onlyn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students55%
Females60%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino43%
White (not Hispanic)78%
Economically disadvantaged38%
Non-economically disadvantaged64%
Students with disability9%
Students with no reported disability60%
English learnern/a
Fluent-English proficient and English only56%
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)48%
Parent education - college graduate59%
Parent education - graduate school/post graduate63%
Parent education - declined to staten/a

Science

All Students62%
Females58%
Males65%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino51%
White (not Hispanic)75%
Economically disadvantaged54%
Non-economically disadvantaged65%
Students with disability0%
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only63%
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)59%
Parent education - college graduate79%
Parent education - graduate school/post graduate60%
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 42% 28%
Hispanic or Latino 30% 49%
African American 13% 7%
Asian 8% 8%
Filipino 6% 3%
American Indian or Alaska Native 1% 1%
Pacific Islander 1% 1%
Multiple or No Response 0% 3%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 14%N/A24%
Students eligible for free or reduced-price lunch program 229%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 100% 85%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 27N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 3N/A11
Average years teaching 5N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 73%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009

School basics

School Leader's name
  • Janie Griswold
Fax number
  • (619) 814-5088
School leaders can update this information here.

Apply

 

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.

 
Apply now
Notice an inaccuracy? Let us know!

2359 Truxtun Rd.
San Diego, CA 92106
Website: Click here
Phone: (619) 814-5060

ADVERTISEMENT

Compare this school
to nearby schools

Compare schools »

Compare

Add this school to compare
ADVERTISEMENT