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GreatSchools Rating

San Diego Global Vision Academy

Charter | K-8 | 270 students

Our school is academically rigorous, traditional and seat-based.
 
 

 
 

Living in San Diego

Situated in an inner city neighborhood. The median home value is $235,000. The average monthly rent for a 2 bedroom apartment is $1,240.

Source: Sperling's Best Places
 
Last modified
Community Rating

5 stars

Community Rating by Year
2014:
Based on 22 ratings
2013:
Based on 2 ratings
2012:
Based on 3 ratings
2011:
Based on 3 ratings

Teacher quality

Principal leadership

Parent involvement

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30 reviews of this school


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Posted April 30, 2014

Every child should be so lucky as to have the opportunity to attend a school such as San Diego Global Vision Academy. And any parent or student that I've spoken to from SDGVA is as crazy in love with it as my child and I are. Not only do the teachers do an exceptional job of teaching our children, they also nurture their students in every possible way. And this includes the entire staff. The school environment is very structured, yet very loving and accommodating. They address every student as an individual and attend to their specific needs. The school is a very diverse group, yet they all come together like a family. Every child thrives there. My son started in fourth grade, the year the school opened. He is my fourth child, and until then all my children had attended parochial schools, which we have always been happy with. It was sort of a fluke how it came to be that he gave this school a try that year, but he's never looked back. He loves the teachers, the staff, students, his studies. He is engaged in school in every respect. SDGVA should be the model upon which all schools are based. My heart is filled with gratitude for all this school has offered my son.
—Submitted by a parent


Posted April 30, 2014

SDGVA is an amazing school because the architecture of leader building techniques based on virtues and principles we all value and want our children to learn and become the future we hope for. This requires a watchful eye on every students interactions and achievements to identify areas that need improvement and implementing modern well planned techniques to provide a safe social structured environment that the children can thrive to be more and more importantly desire to do more and achieve goals they didn't know they could. I have carefully observed the progress of my three children and am very pleased we found SDGVA.
—Submitted by a parent


Posted April 30, 2014

SDGVA is by far the greatest school in San Diego! As an educator and former home school teacher, we were looking for a great school to meet our family's changing needs. From day one we experienced intelligent, caring, beyond capable, amazing teachers and staff of top quality to help our children transition and flourish. Great success comes with great leadership and there is no success without a successor. Principle Harris and Educational Provost Kane have this vision and provide a solid leadership foundation for the support and success of their teachers, staff, students, and parents both collectively and as individuals. Parents have many opportunities to be involved to attend monthly family dinner nights, help in the classroom, or go on field trips. They regularly provide feedback on behavior, achievement, assessment, areas of need, and goals for advancement. The curriculum is balanced, and rich with writing, reading and STEM emphasis. Students participate in Tae Kwon Do, organic gardening, Science Lab, and leadership activities, and as our daughter says, " helps us work to use our skills and resources so we can learn new and interesting things in a fun and exciting way."
—Submitted by a parent


Posted April 29, 2014

Success! My children are given enough encouragement and direction to enjoy learning and be successful at what ever they put their minds to do. I love the teachers, staff and everyone in-between they really do operate with a common goal. Help students succeed
—Submitted by a parent


Posted April 28, 2014

I have been involved in education as a teacher and parent, both in private and public schools for more than 30 years. San Diego Global Vision Academy is a superior school. The staff is very loving and dedicated to guiding each student academically as well as in learning life skills. The personal commitment I have observed from the teachers and support staff is extraordinary. When I step on the campus and observe student behavior, I am impressed with the respect I see demonstrated by the students in their interaction with staff, parents and fellow students. The school environment is challenging and positive, encouraging each student to work hard and achieve their best. Learning about good citizenship and leadership are essential lessons taught at SDGVA. Learning that success is the result of motivation, goal setting, self-discipline and hard work is important in the daily learning as well. My own daughter has learned that she is accountable in every way for her words and actions towards others. There is an overall feeling that "I'm worth it and I will try my best" at SDGVA. There is a strong feeling on campus of "connected-ness", belonging together as team, as a community.
—Submitted by a parent


Posted April 26, 2014

SDGVA by far is one of the best Charter schools in San Diego County. The parent student ratio is awesome. The staff is wonderful and very respectful of each family educational needs and the staff also knows each student and parents by name. If your child does not have an Individualized Educational Plan the teachers are still available to help each child as though they did have one. Extra help is always available to all students rather in the morning, after school or on a Saturday your child will get the help that they need. I love everything about SDGVA from the time I drop my Children off to the time that I pick them up I know that they are in a safe place that is full of love, joy and excitement. When I look at San Diego Global Vision Academy I know that my children is getting quality educational like that of a private school with out the cost. My children enjoy one of the Tae Kwon Doe programs that is part of the weekly school schedule it gives them a chance to burn of extra energy. They also enjoy the free extracurricular activities that are part of the 6 to 6 program Flag Football and Basketball these sports gives them a chances to do a sport that some families can't afford.
—Submitted by a parent


Posted April 25, 2014

SDGVA has been a blessing to my family and my children. My children transferred in midyear 2 years ago and both of them were welcomed with open arms. My children have individual academic needs and SDGVA has found ways to accommodate both of my children. They challenge my child who surpasses his grade level and offers amazing support to my child who needs extra strategies to learn. They treat my children as unique individuals and get to know them as people and love them as their own. My children look forward to school. They are eagar to learn. The teacher's and administration are always avalible to parents to aide in "problems". This school has helped my children not only with academic hurdles but personal hurdles. They care about the children as a whole person. I highly recommend this school. I always recommend this school to new neighbors that move in. Even though we have to commute to the school I think the school is worth the extra time spent in the car. The amazing education and teachers are worth the commute for my children. Anyone that can get their children into this school have an amazing opportunity and their children will get an amazing education.
—Submitted by a parent


Posted April 24, 2014

I can't say enough great things about SDGVA! I moved to CA almost 2 years ago during the summer and right away enrolled my oldest daughter in the 2nd grade class (luckily there was an opening). Now both of my children are there and both are both excelling and couldn't be happier! One of my children is in Transitional Kindergarten, so she is a young 5, and is reading at a 1st grade level already. The teachers are a text, phone call or e-mail away which I did not experience with a traditional public school. The Administrative team knows my children by name which is extremely comforting, and they do everything they can to accommodate a single mom who has to work, which is way more than I could ever ask for! They have mandatory weekly Tae-Kwon-Do with an awesome instructor who teaches them discipline and integrity. I recently started working in the Carmel Valley area which is known for it's incredible schools, but I can't bare to take my girls out of SDGVA!! I'm a proud mommy!!
—Submitted by a parent


Posted April 23, 2014

SDGVA is a progressive collaborative of innovative educators and enthusiastic administrators dedicated to the individual excellence of every student, and supports students and their families through open-door policy, accessibility and ease of communication with all staff members, SDGVA-teacher run 6 to 6 Program and Saturday School. Experiential learning through community building service projects, gardening, Tae Kwon Do, science/technology labs, and field trips to the colleges in the city, inspire and motivate our students as resilient life-long learners - empowering them to become responsible, accountable, contributing leaders. Critical thinking and writing skills are honed across all academic disciplines. In this technological age of massively available, self-published, instantaneous communication, this compassionate group of savvy education professionals is guaranteeing that SDGVA students will undoubtedly "Write the Future!"
—Submitted by a parent


Posted April 22, 2014

I chose to work at SDGVA because in working with the group of founding members, I finally found a supportive and driven group of educators who found a way to put children first. I've worked with some wonderful teachers and taught at another great charter school, but for the first time in my career I am able to stand alongside other educators developing the our vision, learning together, growing as professionals and individuals, creating a school FOR KIDS. SDGVA embodies everything I believe is important about education: our mission to creating resilient, lifelong learners, our focus on service learning and writing, our emphasis on tae kwon do and self control, and our belief as individuals, as a teaching staff, and as an entity that ALL students have the potential to succeed. I've never been happier or felt so motivated as a professional. Working alongside such amazing and motivated educators who are genuinely excited to teach our children keeps me motivated and makes getting up each morning and showing up for work "worth it."
—Submitted by a teacher


Posted April 22, 2014

Working at SDGVA is a dream come true. It is a place where all teachers, staff, and administration work diligently to support student achievement and personal growth. At SDGVA everyone is willing to do whatever it takes to give students what they need and to help them achieve their goals. At SDGVA, parents, teachers, staff, and students are a family. We support each other and band together when things get tough. We are flexible, caring, and hardworking. At SDGVA students are resilient and face life s challenges head on. I am extremely fortunate to work with such an amazingly strong group of people that are making a difference in the lives of young people everyday. You will never meet a more passionate and dedicated group. This school is a rare find.
—Submitted by a teacher


Posted April 22, 2014

Working at SDGVA gives me an opportunity as an educator to meet the needs of all of my students and help them become the best learners they can be. I am treated professionally by administration and by parents. I am part of a very dedicated team that not only truly believes students can achieve excellence, but every decision is based on it. There is cross-grade-level accountability and help that can be so rare in schools. I am valued here as an educator, a learner, and as an individual!
—Submitted by a teacher


Posted April 22, 2014

SDGVA has transformed my life as an educator. Teacher burn out influences many teachers on a daily basis. When I found SDGVA, I knew that this school would protect me from growing exhausted and frustrated. I was grateful to be offered a teaching position here and I have had an incredible, supportive, and enhancing experience at this school. Each day I work alongside the most loving and amazing teacher leaders. I learn everyday and I share everyday. The buzz of teachers leading teachers can be heard always and this experience is valuable and priceless. SDGVA has found a way to put students first and to see to it that all teachers continue their journey as lifelong learners. I am eager to see what the upcoming years will bring and I am thankful each day to have met all the SDGVA teachers, faculty, families, students, and parents.
—Submitted by a teacher


Posted April 22, 2014

I love being a teacher at SDGVA because of the strong community that has been fostered among educators, administrators, family, and students. Every student, regardless of grade level, is considered one of ours by all teachers. I am amazed by the innovation and consistent high expectations that I see occur in every classroom, every day. SDGVA students work hard, take responsibility for their behavior and their learning, and know that they will not be overlooked or able to slide by . High expectations are set for every student, and every educator, and because of this, the years are filled with huge successes. All teachers are committed to helping their students achieve in every way that they know how and if they don t know how, you can bet they will work hard to find solutions. Because of this diligence and dedication, I have witnessed students who have made giant leaps in proficiency and overall motivation and work ethic. All staff works together in a dynamic environment that brings out greatness in every member of the SDGVA family, and I feel lucky and honored to be a part of this amazing charter school.
—Submitted by a teacher


Posted April 22, 2014

SDGVA I feel incredibly fortunate to have found SDGVA so early in my career. The academic rigor and passion for student achievement is truly unmatched by any school site I have observed. SDGVA is 100% student focused and student driven, with an extremely gifted and dedicated staff of educators. The willingness to ensure academic success for all students, at any cost, is truly inspiring and motivating. I have been afforded an incredible opportunity to learn from my colleagues in a network of love and support and reflect daily how incredible my job is! SDGVA bridges the teacher-parent relationship in a genuine, heart felt environment, which strengthens our community of young leaders and resilient learners. I couldn t feel more fulfilled to be an educator at SDGVA.
—Submitted by a teacher


Posted April 22, 2014

Outstanding School with Amazing Teachers! My child started at SDGVA in kindergarten and is now in 2nd grade. We researched countless schools and toured at least 8 before deciding on SDGVA - we absolutely made the right choice. This is a small school with small class sizes, where the teachers all know the kids and the students get individualized attention. The curriculum and pedagogy is fairly traditional, but this approach produces considerate, respectful students who are good citizens and resilient lifelong learners. The school focus is on writing, with a STEM emphasis in the upper grades. They also have Tae Kwan Do as a key part of their curriculum. The school is quickly becoming recognized as successful leader among San Diego charter schools and as an integral part of the Normal Heights community. The teachers and staff are always available to discuss issues and give feedback on my child's progress. They continually work with us to find the best educational approach for our child - and he is thriving as a result! As a parent, I can't imagine a better fit for my child or our family. We LOVE SDGVA!
—Submitted by a parent


Posted April 22, 2014

I couldn't possibly be more satisfied with the decision to enroll my child here. He is absolutely thriving. The staff is exceptional, I have loved his teachers each year! All of the staff know each of the students, so it is an ultra personal feel. Tae Kwon Do is a part of the curriculum and I have seen so much more discipline from my son because of that. It is the perfect place for our family. The teachers take great care in assuring your child is on track for success. I am thrilled to be enrolling my younger son in Kindergarten this Fall! What a wonderful place to grow. Thank you, SDGVA!
—Submitted by a parent


Posted April 22, 2014

The amount of professional development that SDGVA provides for their teachers is monumental. More importantly, most of it comes from in-house, which allows for all teachers to serve in a leadership role. Such responsibilities foster teachers who are always working on their craft of teaching, and their ability to work with students and adults. SDGVA is a fantastic place to work. Both students and staff are held to high expectations.
—Submitted by a teacher


Posted April 22, 2014

A school that's young, but has many good qualities of an old established institution. SDGVA, turn my son into an avid reader. I remember when I use to bribe him to read anything, now he beats me to the library trying to check books out. I love how his teacher use JUNK books and POWER books to classify different books. They have instill the love of reading into my child without me having to bribe him. HOORAY!!!!!!
—Submitted by a parent


Posted April 21, 2014

My daughter has attended SDGVA since 4th grade (now in 7th) and I love this school. They receive a stellar education from master level teachers. In addition they're taught personal responsibility and how to be leaders. I especially love their passion for literacy. My daughter has excelled at this school and I highly recommend it!
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

870

Change from
2012 to 2013

+47

API Statewide Rank
(2012)

6 / 10

API Similar Schools Rank (2012)

10 / 10


API Growth scores over time

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

API Growth scores by subgroup

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

This school's
API score

870

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

+47

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 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
(2012)

6 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

10 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 56% in 2013.

31 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
67%

2011

 
 
50%

2010

 
 
n/a
Math

The state average for Math was 65% in 2013.

31 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
62%

2011

 
 
86%

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

25 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
35%

2011

 
 
54%

2010

 
 
n/a
Math

The state average for Math was 66% in 2013.

26 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
85%

2011

 
 
87%

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

21 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
73%

2011

 
 
44%

2010

 
 
n/a
Math

The state average for Math was 72% in 2013.

21 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
75%

2011

 
 
80%

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

16 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
71%

2011

 
 
43%

2010

 
 
n/a
Math

The state average for Math was 65% in 2013.

18 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
45%

2011

 
 
29%

2010

 
 
n/a
Science

The state average for Science was 57% in 2013.

16 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
45%

2011

 
 
29%

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

2013

 
 
n/a

2012

 
 
42%

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 55% in 2013.

2013

 
 
n/a

2012

 
 
59%

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

The state average for Algebra I was 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 60% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 52% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

The state average for Algebra I was 50% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 57% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

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

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 67% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

All Students62%
Females64%
Males59%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged61%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only61%
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)54%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students77%
Females71%
Males82%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged77%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)69%
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 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

Source: California Department of Education

English Language Arts

All Students56%
Females58%
Males54%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged56%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability58%
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 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 Students89%
Females92%
Males85%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged88%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)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 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

Source: California Department of Education

English Language Arts

All Students71%
Females77%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged71%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only83%
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 Students90%
Females92%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged90%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only94%
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 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

Source: California Department of Education

English Language Arts

All Students82%
Femalesn/a
Malesn/a
African American73%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged81%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only80%
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 Students72%
Femalesn/a
Males58%
African American69%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged72%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only71%
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 Students69%
Femalesn/a
Malesn/a
African American64%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged69%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only73%
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 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

Source: California Department of Education

English Language Arts

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

Source: California Department of Education

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

Source: California Department of Education

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
Hispanic 30%
Black 27%
White 27%
Two or more races 10%
Asian 2%
American Indian/Alaska Native 0%

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 71%N/AN/A
English language learners 12%N/AN/A

Teacher experience

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

Teacher resources

Special staff resources available to students Computer specialist(s)
Gardening teacher(s)
Instructional aide(s)/coach(es)
Math specialist(s)
PE instructor(s)
Reading specialist(s)
Special education coordinator
Teacher aid/assistant teacher
Tutor(s)
Foreign languages spoken by school staff Spanish
Read more about programs at this school
Source: Provided by a school official.

Awards

Academic awards received in the past 3 years
  • California Distinguished School Award (2014)

Special education / special needs

Level of special education programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Extra learning resources offered
  • Differentiated learning programs
Staff resources available to students
  • Special education coordinator

Science, Technology, Engineering, & Math (STEM)

Specific academic themes or areas of focus
  • Engineering
  • Science
Staff resources available to students
  • Computer specialist(s)
  • Gardening teacher(s)
  • Math specialist(s)
School facilities
  • Computer lab
  • Garden/Greenhouse
  • Science lab

Language learning

Foreign languages taught
  • Spanish
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Foreign languages spoken by staff
  • Spanish

Health & athletics

Staff resources available to students
  • Gardening teacher(s)
  • Instructional aide(s)/coach(es)
  • PE instructor(s)
School facilities
  • Access to sports fields
  • Garden/Greenhouse
School leaders can update this information here.

School basics

School start time
  • 8:00 am
School end time
  • 2:45 pm
Before school or after school care / program onsite
  • Before school: starts at 6:00 a.m.
  • After school: ends at 6:00 p.m.
School Leader's name
  • Dena Harris & Christine Kane
Best ways for parents to contact the school
  • Phone
Gender
  • Coed
Is there an application process?
  • Yes
Fax number
  • (619) 550-3637

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • College prep
  • STEM
  • Standards-based
  • Teacher-run
Specific academic themes or areas of focus

Don't understand these terms?
  • Engineering
  • Science
  • Service learning
  • Writing
Bi-lingual or language immersion programs offered

Don't understand these terms?
  • No
Level of special education programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Foreign languages taught
  • Spanish
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students

Resources

Staff resources available to students
  • Computer specialist(s)
  • Gardening teacher(s)
  • Instructional aide(s)/coach(es)
  • Math specialist(s)
  • PE instructor(s)
  • Reading specialist(s)
  • Special education coordinator
  • Teacher aid/assistant teacher
  • Tutor(s)
Foreign languages spoken by staff
  • Spanish
Extra learning resources offered
  • Differentiated learning programs
  • Mentoring
  • Remediation
  • School & Home Partnership
  • Tutoring
Transportation options
  • Qualifying Families Only
School facilities
  • Access to sports fields
  • Cafeteria
  • Computer lab
  • Garden/Greenhouse
  • Internet access
  • Learning lab
  • Playground
  • Science lab
Partnerships with local resources and organizations
School leaders can update this information here.

Sports

Boys sports
  • Basketball
  • Flag football
  • Soccer
Girls sports
  • Basketball
  • Soccer
  • Volleyball

Arts & music

Visual arts
  • None
Music
  • None
Performing arts
  • None
Media arts
  • None
School leaders can update this information here.

Photos

School culture

Dress Code
  • Uniforms
Bullying policy
  • This school has a bullying and/or cyber bullying policy in place.
Parent involvement
  • Attend parent nights
  • Chaperone school trips
  • Organize fundraising events (school auction, bake sales, etc.)
  • Tutor
  • Volunteer in the classroom
  • Volunteer time after school
More from this school
  • Resiliency is a characteristic of individuals that allows them to adapt, persevere, and succeed despite adversity. SDGVA administration, educators and families work together to strengthen academic stamina needed to be successful in today's global economy. Students are challenged continuously by high expectations and a rigorous academic program. Homework is a constant reality in our students lives as academic reinforcement. Teachers maintain strong behavior leadership in the classroom constantly.
School leaders can update this information here.

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3430 School Street
San Diego, CA 92116
Website: Click here
Phone: (619) 600-5321

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