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Teacher quality
Principal leadership
Parent involvement
I am very happy with this school and it's staff. My child just completed kindergarten, and Mrs. Stokes was an AMAZING teacher, who was very patient, attentive, and caring towards her students. She encouraged students to do their best and enjoy their education while learning. My child could not wait to go to class. She was also very engaging with parents providing weekly updates of what was taught in class and tips with how to continue that learning process at home. The school is also one of the few to still provide music and PE. As principal Dr. Newman is a complete advocate for each student to reach their potential and have the best educational experience possible. He was very active in the student population and very approachable for students and parents. He will be missed by everyone as he is moving forward in his career and commitment to children's education.
—Submitted by a parent
Overall this is a good school. Some of the teachers and staff can be unprofessional at times though.
—Submitted by a parent
This school is a great environment for children of ALL abilities and talents. My son has an IEP and I've been very pleased with the advocacy of staff and administration working together with parents on behalf of all children. Dr Newman is a tremendous leader in the local special needs community.
—Submitted by a parent
An amazing place! I never dreamed our children's school epxerience would be this rich. My child loves going to school. The principal is everywhere and leads a great staff of teachers who care and teach with great passion. As a parent I a encouraged to be part of the school and particpate. A wonderful place and there is such a feeling of community on campus.
—Submitted by a parent
This is the best school hands down and we would not want our 9 year old anywhere else! The Principal is a true visionary making sure the children get the best education and ensuring the staff are maintaining a very high teaching standard. The scores from the last CST prove this is working. In addition, the school environment is one of love and guidance where parents are involved and always welcomed. There is a wait list for new teachers and new students to get into this small gem which says a great deal about any school. My entire family feels fortunate to be able to be a part of MRES. Keep up the great job!
—Submitted by a parent
The principal, teachers, staff and PTA really have their priority in making MRES the best learning environment. Parent involvement is also prominent and encouraged.
—Submitted by a parent
Everyone (teachers, staff, parents and students) works together to make Monterey Ridge a great place to learn.
—Submitted by a parent
The focus is on all children reaching their own potential.
—Submitted by a parent
MRES has a top rate learning environment. From LCD projectors and Promethius ActivaBoards to an extremely well trained faculty and a visionary principal!
—Submitted by a parent
A fabulous school. We are so lucky to be able to send our kids to this great school. The teachers are great, the principal is great ... they have such high expectations for kids and they make sure they succeed. Super high test scores and fun acitivities... my kids even get to be in a talent show. I just wish this was a k-8 school so that my kids would not have to go to middle school.
—Submitted by a parent
I am a previous teacher of PUSD and when we moved back to San Diego I was insistant on having my son enrolled in PUSD, where I have had experiences with the best teachers, principals, and staff! We selected MRES because of the reputations the teachers had, as well as API scores. My son is in kindergarten now with Mrs. Scioscia who has well exceeded my expectations for academics as well as social/emotional elements. She has high expectations for the students in her class and they strive to go above and beyond the CA grade level standards. All the while Mrs. Scioscia is maintaining a warm, loving atmosphere for the students, as well as the parents who feel welcomed and appreciated as volunteers. The office staff and principal have been exemplary. The PTA president & board have been VERY receptive to voluteers and put on incredible events, i.e. Teacher Appreciation Week!
—Submitted by a parent
Excellent school, great teachers, families are very nice and environment is outstanding for students. New principal is doing a great job with the school.
—Submitted by a parent
Super, super school! There is a real focus on kids here. So many good things. Very strong and caring leadership. My kids love school - the technology in the classroom is very high tech. The teachers care about how the students are doing. One of my children has special needs and the team works to truly support him which did not occur at our last school.
—Submitted by a parent
Monterey Ridge Elementary is an excellent school with great teachers. We couldn't be happier with very fine staff and teachers. The new principal is outstanding. The PTA is exactly what the review posted on March 26, 2008 described, very sad.
—Submitted by a parent
I am extremely pleased with how this school year has begun. The new principal is very nice. He is very present on campus. I attended the Coffee with the Principal he held for us parents and it was fantastic. I left with a lot of ideas on how to work with my child and feeling very lucky that he is so knowledgeable and accessible. This is definitely going to be a great year with the enthusiasm he brings. The staff is top notch and my daughter s teacher is very caring and welcoming. She is loving school and is anxious to head to school each morning. Monterey Ridge is a great school.
—Submitted by a parent
We are very pleased with the leadership, staff and curriculum at MRES. Ms. Merein is a loving, kind and knowledgeable teacher. My daughter started Kindergarten this year and loves learning. The activities and curriculum help foster my daughter s love of learning and she is excited to learn more! The children learn so much and I am very pleased with how my daughter s educational development. The staff is so caring and thoughtful to each child s needs. Thank you to Ms. Wardlow and Ms. Merein, I am very happy with my daughter s development. I have 2 more children who will be attending MRES and I look forward to spending more time at MRES!
—Submitted by a parent
We've had our kids in two other very good elementary schools in San Diego, and Monterey Ridge is far and away the best. We bought a house in 4S Ranch primarily to have our girls in the neighborhood schools. Both the teachers and the administration in MR are superb. Our kids love this school and so do we!
—Submitted by a parent
Please dont base your decision on the school, because of the PTA. We can not forget these Woman are strictly Volunteer and voted in. Im sure they do the best they can. All schools have their flaws, as NO one is perfect. MRE is a five star school since grand opening. Who is learning day by day. How to stride in bettering our childrens education! i say keep up the great work! Mrs Wardlow, Teachers and staff!
—Submitted by a parent
MRES is an exceptional school with a superb staff and a down-to-earth approachable and proactive principal, who sets a wonderful, upbeat tone to the entire school. The teachers are very competent and approachable and I feel like individual care is given to a child's needs. As far as the other parent's comments about PTA, every PTA goes through its ups and downs and one should try not to feel bitter and instead focus on how to help make things better, if possible. I certainly don't think the PTAs weaknesses should take away anything from this school's overall success, great atmosphere & staff and finally the principal's strong leadership.
—Submitted by a parent
I am so impressed with the preschool program at the grade school and how very well prepared my daughter is for Kindergarten next year. This school is an amazing find in San Diego!
—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.
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.
171 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
171 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.
150 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
150 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.
165 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
166 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.
123 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
124 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
124 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
| All Students | 88% |
| Females | 96% |
| Males | 82% |
| African American | n/a |
| Asian | 96% |
| 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) | 87% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 92% |
| Students with disability | 31% |
| Students with no reported disability | 94% |
| English learner | 82% |
| Fluent-English proficient and English only | 91% |
| 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) | 67% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | 100% |
| All Students | 85% |
| Females | 87% |
| Males | 84% |
| African American | n/a |
| Asian | 99% |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 88% |
| Students with disability | 19% |
| Students with no reported disability | 92% |
| English learner | 84% |
| Fluent-English proficient and English only | 86% |
| 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) | 58% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | 92% |
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 | 86% |
| Females | 84% |
| Males | 88% |
| African American | n/a |
| Asian | 90% |
| Filipino | 87% |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | 75% |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| 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 | 76% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | 82% |
| All Students | 96% |
| Females | 97% |
| Males | 95% |
| African American | n/a |
| Asian | 100% |
| Filipino | 96% |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 97% |
| English learner | 97% |
| Fluent-English proficient and English only | 96% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| 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 | 93% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 94% |
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 | 98% |
| Females | 99% |
| Males | 96% |
| African American | n/a |
| Asian | 98% |
| Filipino | 100% |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Economically disadvantaged | 92% |
| Non-economically disadvantaged | 98% |
| Students with disability | 91% |
| Students with no reported disability | 98% |
| English learner | 96% |
| Fluent-English proficient and English only | 98% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 92% |
| Females | 96% |
| Males | 88% |
| African American | n/a |
| Asian | 97% |
| Filipino | 100% |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 92% |
| Non-economically disadvantaged | 92% |
| Students with disability | 67% |
| Students with no reported disability | 94% |
| English learner | 96% |
| Fluent-English proficient and English only | 92% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 97% |
| 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 | 89% |
| Females | 100% |
| Males | 78% |
| African American | n/a |
| Asian | 98% |
| Filipino | 69% |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | 55% |
| Fluent-English proficient and English only | 92% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| 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 | 91% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 90% |
| Males | 79% |
| African American | n/a |
| Asian | 96% |
| Filipino | 77% |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | 42% |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 84% |
| Males | 79% |
| African American | n/a |
| Asian | 93% |
| Filipino | 69% |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | 42% |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 90% |
| 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
All students
Female
Male
All students
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 39% | 28% | ||
| Asian | 29% | 8% | ||
| Filipino | 14% | 3% | ||
| Hispanic or Latino | 7% | 49% | ||
| Multiple or No Response | 6% | 3% | ||
| African American | 3% | 7% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 18% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 11% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 20% | 85% | ||
| Farsi (Persian) | 11% | 0% | ||
| Filipino (Pilipino or Tagalog) | 11% | 1% | ||
| Mandarin (Putonghua) | 11% | 1% | ||
| Vietnamese | 11% | 2% | ||
| Korean | 9% | 1% | ||
| All other non-English languages | 7% | 1% | ||
| Cantonese | 5% | 2% | ||
| Hindi | 4% | 0% | ||
| Russian | 4% | 0% | ||
| Arabic | 2% | 1% | ||
| Armenian | 1% | 1% | ||
| Bengali | 1% | 0% | ||
| Chaozhou (Chiuchow) | 1% | 0% | ||
| Japanese | 1% | 0% | ||
| Kurdish (Kurdi, Kurmanji) | 1% | 0% | ||
| Urdu | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 21 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 11 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 5% | N/A | 96% |
| Emergency credential or waiver | 95% | N/A | 2% |
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17117 4s Ranch Parkway
San Diego,
CA 92127
Website: Click here
Phone: (858) 487-6887
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