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GreatSchools Rating

Adobe Bluffs Elementary School

Public | K-5 | 380 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 2 ratings
2012:
No new ratings
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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14 reviews of this school


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Posted July 29, 2014

ABES was much better under the leadership of the previous principal. The current principal dismisses serious parent concerns and is at best inept. Although there are some teachers who embrace special needs children, the principal does not and sits silent during IEP's just as a figurehead. There are several outstanding teachers, but several abhorant ones too who are frankly emotionally abusive to some children. I am not the only parent who feels this way. I know 5 families who have pulled their children out of this school to home school them. New leadership and proper oversight of burned out/ inappropriate teachers has been needed for several years now. Good school scores mean nothing if children's self esteem is damaged.
—Submitted by a parent


Posted July 22, 2014

There are some truly fantastic teachers at this school. The principal is very involved which is nice. The problem is the parent community. Discrimination runs rampant. If your child is not the right ethnic race, or you don't make enough money to support the foundation or the PTA regularly, or if your kids has any special need whatsoever, it's a tough school to be a part of. The Foundation and the PTA have too much influence over this school.
—Submitted by a parent


Posted November 12, 2013

The teachers in this school are not that much mature to understand that when they make a mistake and are told by parents, they need to admit that they were not right. It's that simple! Instead they lie to you. My kid does the home works properly, except one time that she didn't finish it while she thought she did. The teacher said she lied to her Instead of being positive and say that possibly the kid didn't listen to her expectation for homework. This school makes me sick. They face with kids as if they are 50 or 60 years old not just an elementary age who still needs guiding in a positive way not condemning them to lying. Talking with the principal regarding that? It's a big joke and wasting your time since he won't take your side no matter what. It becomes even worse if you come from a different culture which means that they discriminate your kid easily at this school. They take you and your child self-steam away instead of providing a healthy environment . Not a nurturing, mentally healthy school at all. Like this incidents has happened many times to others too. The website doesn't let you leave a review without giving star/stars. Otherwise I would give it a zero!
—Submitted by a parent


Posted April 26, 2013

The issues I've had here that is taking away two stars from my original review at the beginning of the new year is that aggressive behavior from other children is prevalent. As much as the district talks about the core characteristics, which include "respect" and "kindness", the fact is that many kids have none when it comes to interacting with their peers. It's more than a challenge for an otherwise thoughtful child when constantly exposed to this negative behavior from other students. The worst part, is that the teachers do little. "Yard Duty" have been reported to completely ignore an upset child in favor of chit chatting with another monitor. They also claim they don't see ANY of the issues that have come up on a daily basis. I'm exhausted from trying to deal with the problems that arise on the home side that originate at school. I've had conversations with the school about this to no avail. I tried working with them. The bottom line is that it falls to the parents, most of whom are not teaching their children how to treat others with kindness and respect. Sad. I'm removing my child from school and will be homeschooling beginning this coming year (2013/2014).
—Submitted by a parent


Posted June 25, 2010

We were new to Adobe Bluffs last year. Our family is so happy of be a part of this great school.
—Submitted by a parent


Posted January 26, 2010

This is an amazing school! This is my daughter's first year here- 4th grade- and it's been fantastic. She's lucky to have a creative and supportive teacher (Mr. Knorr) who understands how to motivate, encourage & teach kids better than any teacher I've known to this point. He's also great at working w/ students & their parents on an individual level. The principal, Mr. Atkins, seems to support the teachers by providing a great environment for them to teach. I agree w/ other comments that the entire environment is conducive to not only learning but also loving to learn; from parents to teachers to support staff to the PTA and the kids themselves. I've seen my daughter grow & excel here, and she absolutely loves it. I'm lucky that she goes there and can't wait for my son to start there next year!
—Submitted by a parent


Posted August 19, 2009

Yes this school rightly deserves a 10/10! My son went here for 4 years, he's had wonderful teachers especially Mrs. Bollish (K) and Mrs. Marks (2nd-3rd). They have a special type of class where the student stays with one teacher for two grades. This does help because by the start of the 2nd year, the teacher can quickly and easily give your child the attention and help they need because they already know their strengths and weaknesses. They had great activities like Diversity Day, Thanksgiving Potluck, and Winter Carnival. Academics was great but so was the atmosphere! Great PTA. The kids at this school were all really polite and kinda sheltered, meaning they didn't act tough or old for their age, they didn't know about swear words or promiscuity or things like that, they were just happy little kids. I know that comes from having strong and loving families.
—Submitted by a parent


Posted June 29, 2006

This school is an excellent school! The quality of academic programs is very good. The PTA does a great job providing art, sports and extracurricular activities. There does need to be more music at all grade levels. The principal is very active and absolutely the best. The PTA president for 2005-2006 will continue next year and there is no better president. The level of parent involvement & volunteerism is very high. I highly recommend Adobe Bluffs.
—Submitted by a parent


Posted October 28, 2005

My daughter loves her school. As with many public schools, there is always a need for more funding but the parents in the community really rally to give their support and time. I happy to see that the school encourages physical activity along with academics and creativity through the arts.
—Submitted by a parent


Posted August 21, 2005

I feel very lucky to be able to send my two children to a public school of this caliber. New programs, new ideas, new methods are initiated by the teachers and supported by the principal every year. The teachers really dig deeply to identify the personal needs of each student. Their communication to us, 5 teachers in all, has been honest, caring, and has focused on the specific needs of each of my children. I/we have been amazed. It does take a village to raise our kids and I've been inspired by many very active volunteer parents to become even more involved (to the degree I can as a working mom). ESS, however, needs much more space to accomodate this growing school population. I like the launch of 'Father's lunches!' this last year!
—Submitted by a parent


Posted April 7, 2005

The principal, Cindy DeClercq, is the best. She is smart,energetic,caring, and respectful of students, teachers, and parents alike. Because the Poway Unified School District does not provide funding for music, art, sports, etc. (except for 5th grade band) Adobe Bluffs is doing its best to raise money for these programs from parents and businesses. We now have Arts Attack, a full parent administered art education program, and Sparc, a parent funded physical education program. Parent involvement could be better. I am not sure, but I think we have a lot of dual income families. The core group of volunteers works very hard, but there is room for a lot more. I think teachers may be frustrated that there isn't more involvment, but have not really surveyed them. Teachers are very dedicated and professional.
—Submitted by a parent


Posted March 31, 2005

Adobe Bluffs is an excellent school with a principal and teachers who go above and beyond for the students. PTA and parent participation is large and seems to be growing all the time. Many enrichment programs are offered each year along with in class programs that are continuing to grow. Though the student body has multiplied over the last two years, it continues to have a tight community and small school environment. It is becoming a more diverse student body which will bring opportunity for more cultures to come together starting at the elementary level. A wonderful experience for all!
—Submitted by a parent


Posted February 24, 2005

This school is too big for the facility, too many kids. But the principal is great, the teachers are fabulous K-3 (my only experience so far). Parents are fairly active, though it is the same ones who do most of the work. PTA and Foundation help to pay for the state's down fall. Unfortunately, school relies on the parents more and more. But we are getting an excellent education.
—Submitted by a parent


Posted August 27, 2003

This is a great school, with a new principal this year. Enrollment is now over 700 and will continue to grow due to all the new housing being built. Parent involvement and PTA efforts make the school!
—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

915

Change from
2012 to 2013

-17

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

7 / 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 2013

This school's
API score

915

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

-17

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

10 / 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)

7 / 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.

60 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
86%

2011

 
 
88%

2010

 
 
84%
Math

The state average for Math was 65% in 2013.

60 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
87%

2011

 
 
89%

2010

 
 
75%
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.

64 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
81%

2011

 
 
66%

2010

 
 
89%
Math

The state average for Math was 66% in 2013.

64 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
89%

2011

 
 
90%

2010

 
 
97%
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.

64 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
90%

2011

 
 
96%

2010

 
 
92%
Math

The state average for Math was 72% in 2013.

64 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
84%

2011

 
 
95%

2010

 
 
78%
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.

58 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
98%

2011

 
 
90%

2010

 
 
91%
Math

The state average for Math was 65% in 2013.

58 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
91%

2011

 
 
79%

2010

 
 
88%
Science

The state average for Science was 57% in 2013.

58 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
96%

2011

 
 
83%

2010

 
 
93%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

All Students87%
Females94%
Males79%
African Americann/a
Asian100%
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)88%
Economically disadvantagedn/a
Not economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only90%
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 graduate87%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Math

All Students95%
Females97%
Males93%
African Americann/a
Asian100%
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)97%
Economically disadvantagedn/a
Not economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only98%
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 graduate100%
Parent education - graduate school/post graduate100%
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 Students80%
Females76%
Males85%
African Americann/a
Asian94%
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)82%
Economically disadvantagedn/a
Not economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate75%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

Math

All Students90%
Females89%
Males93%
African Americann/a
Asian100%
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)94%
Economically disadvantagedn/a
Not economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only93%
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 graduate92%
Parent education - graduate school/post graduate93%
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 Students88%
Females89%
Males86%
African Americann/a
Asian91%
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)88%
Economically disadvantagedn/a
Not economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented100%
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 graduate88%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Math

All Students88%
Females89%
Males86%
African Americann/a
Asian96%
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)81%
Economically disadvantagedn/a
Not economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented100%
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 graduate88%
Parent education - graduate school/post graduate91%
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 Students81%
Females88%
Males75%
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)88%
Economically disadvantagedn/a
Not economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only85%
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 graduate79%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

Math

All Students71%
Females81%
Males63%
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)74%
Economically disadvantagedn/a
Not economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only75%
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 graduate79%
Parent education - graduate school/post graduate78%
Parent education - declined to staten/a

Science

All Students81%
Females88%
Males75%
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)85%
Economically disadvantagedn/a
Not economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only87%
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 graduate83%
Parent education - graduate school/post graduate87%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school
White 47%
Asian 27%
Hispanic 11%
Two or more races 7%
Black 3%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 9%N/AN/A
English language learners 17%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 5%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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Awards

Academic awards received in the past 3 years
  • California Distinguished school (2007)

Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab

Arts & music

Visual arts
  • Painting
Music
  • Band
School leaders can update this information here.

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School basics

School start time
  • 7:45
School end time
  • 2:05
Before school or after school care / program onsite
  • After school
  • Before school
School Leader's name
  • Mark Atkins
Fax number
  • (858) 538-2749

Resources

School facilities
  • Computer lab
  • Library
School leaders can update this information here.

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School culture

Dress Code
  • Neither uniforms nor dress code
School leaders can update this information here.

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8707 Adobe Bluffs Drive
San Diego, CA 92129
Website: Click here
Phone: (858) 538-8403

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