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Teacher quality
Principal leadership
Parent involvement
Black Mountain Middle School is outstanding! I have 2 boys there, both with very different personalities and learning styles and both are succeeding socially and academically. The leadership is amazing - couldn't be better. The teaching staff is wonderful. The parental involvement is so impressive as well - especially the Science Olympiad!
—Submitted by a parent
I have to say I love Black Mountain Middle School. All the teachers are caring, nice, funny, and cool. The staff at Black Mountain is awesome. Right before you walk in to school, you will see the principal and staff greeting everyone as they pass by. You'll see the teachers and principals walking by everyone during lunchtime having conversations with the students, and the school will usually play music and do more fun activities during lunch. This is one of the few schools I know that has teaches orchestra, and i can personally tell you I miss that. I strongly encourage you to enroll your students in Black Mountain Middle School because if not, your seriously missing out. I wish I could've graduated at bmms but, I ended up moving after seventh grade. I miss everything about that school, especially being in orchestra. Black Mountain Middle School is awesome!!
Black Mountain is a fantastic middle school in PUSD. The adminstration, office staff and fine teachers have molded my beautiful child into and incredible person. Excellent volunteering opportunities. I look forward to my childs future. BMMS has prepared my child for an awesome 4 years in high school.I couldn't be more pleased.
—Submitted by a parent
What a positive learning environment! Staff and administration are friendly, outgoing and throughly accessible to the students and parents. Administration, staff and school counselors regularly join students at lunch for casual chats and clearly enjoy a warm, supportive relationship. My family has particularly benefitted from volunteer opportunities that are unique to this school and rare to find at other campuses. My seventh grader is very proud of this school and is having an excellent experience at Black Mountain. We are very grateful.
—Submitted by a parent
We are delighted to share the incredibly positive experience our son has had at Black Mountain Middle School. We moved to California from another country, in the middle of the school year. Our kids have had to "hit the ground running", and Black Mountain has provided exactly the right balance of clear expectations, support to succeed and encouragement to stretch, for our grade 7 student. The staff clearly understand the needs of kids in these middle years; and the challenges they face as their world expands. They take a genuine interest in each individual student as a learner and as a person, and provide a well rounded educational experience that is second to none. We cannot speak highly enough about our sons experience at Black Mountain Middle School - the school is a gem!
—Submitted by a parent
Great, friendly environment. Helpful teachers, diverse community, excited students.
—Submitted by a parent
My son who is an IEP student has struggled from school to school, myself as a witness. BMMS has done so much for him within this last year compared to what other schools have done for him in the past 5 years. My son was so depressed, self contentious, even afraid to learn before attending BMMS. The program, the organization, the support which they provide for struggling students is remarkable and loving.
—Submitted by a parent
I am not impressed with the administration and counseling staff. Yes, bullying is a part of this age, but it doesn't have to be tolerated. Administration doesn't come down on it hard enough. I don't think they are pro-active enough on this issue. There is a lot of mean behavior and bullying going on that is not easy to detect. The kids don't feel free to tell a teacher or counselor because they don't feel they will do anything about it. Where we used to live the teachers, counselors, and administration were aggressive in stopping bullying behavior. It is a big issue and BMMS needs to wake up to the fact that there is a lot of it at their school and they need to make a bold stand to the kids that it won't be tolerated.... and then must follow through by actions.
—Submitted by a parent
My chid's experience was awful at this school. The principal is uninvolved and the vice principal is a loose cannon. Glad to get my child out of this school to one where admin cares about the kids.
—Submitted by a parent
Black Mountain Middle School is a beautiful school, located high on a hill, where on a clear day you can see the Pacific Ocean. BMMS is an award-winning school where you are always greeted with a warm smile, and you immediately get a sense of feeling welcomed on campus. It is easy to see all staff and students exhibit kindness and respect for each other, and everyone (parents, teachers, staff and students) works together towards a common goal of individualized personal best in order to ensure each student's future success! Raiders Rock!
—Submitted by a parent
The Class of 2009 :]!!! I graduated this last school year with my friends. I had the best last three years with the/my teachers and student achievers/classmates. All the teachers care with discipline in their classroom. Teachers with great discipline care about their student achievers' education :]! Over-Academic Achievers enjoy their academic teachers enthuasiatic. They play academic-educational games while studying quietly with classmates. Regular-Achievers (regular students) enjoy the fundamental-educational activities in school with their teachers. All BMMS Achievers have fundamental- education activities with teachers every school year. All BMMS Achievers learned a new word every week! My favorite school activity is.... THEbmms Sport :]! I love to have my heart-pumping while playing heat ranging competitions. The coaches had a blast spending time with their favorite students of all periods. I Will Miss BMMS :]!!! Thanks to All THEbmms Teachers for teaching us AVID sessions of Educational Easy Work Skills!!!
—Submitted by a student
I was a student ad black mountain middle school and it was one of the best exsperiences of my life! i went there for sixth grade and loved it!!! i had to transfer out because of parents idea of the school. the learning enviornemt with a great amount of diversity. i would encourage students and parents alike to both think about a amazing learning exspenirense both acidamicaly and with like skills. it is amazing.my heaqrt is in black mountain and it always will be :) BMMS PIRDEE STM! you know who i am :))
—Submitted by a student
I was a student ad black mountain middle school and it was one of the best exsperiences of my life! i went there for sixth grade and loved it!!! i had to transfer out because of parents idea of the school. the learning enviornemt with a great amount of diversity. i would encourage students and parents alike to both think about a amazing learning exspenirense both acidamicaly and with like skills. it is amazing.my heaqrt is in black mountain and it always will be :) BMMS PIRDEE STM! you know who i am :))
—Submitted by a student
The teachers really care at this school. My daughter struggled, and was put in AVID--has helped her get to 'B's. It is not the school's fault that California underfunds the schools, cutting middle school interschool competition, and limiting electives to one.
—Submitted by a parent
great students great teachers and there is almost nothing wrong with how the system works. The kids are amazing, incredible, and are the nicest bunch in San Diego, especially 2005 eight graders
—Submitted by a student
Great school, good teachers that seem to care about the children. A lot of activities for the children to do. Poway USD seems to be more concerned about the quality of the schools and not about the politics.
—Submitted by a parent
the school has come a long way in three years. the principal involves parents with various parent meetings and input sessions.
—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 59% in 2012.
424 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
422 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 86% in 2012.
139 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
441 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
299 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 49% in 2012.
238 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
458 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
105 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
110 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
465 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
465 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 25% in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% 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 | 83% |
| Females | 84% |
| Males | 83% |
| African American | 61% |
| Asian | 89% |
| Filipino | 83% |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 87% |
| Students with disability | 40% |
| Students with no reported disability | 88% |
| English learner | 47% |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 72% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | 81% |
| All Students | 73% |
| Females | 72% |
| Males | 74% |
| African American | 50% |
| Asian | 86% |
| Filipino | 78% |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 79% |
| Students with disability | 41% |
| Students with no reported disability | 77% |
| English learner | 30% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | 71% |
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 | 100% |
| Males | 97% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 98% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 99% |
| Students with no reported disability | 99% |
| English learner | n/a |
| Fluent-English proficient and English only | 99% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| 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 | 98% |
| Parent education - graduate school/post graduate | 99% |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 87% |
| Males | 77% |
| African American | 71% |
| Asian | 90% |
| Filipino | 80% |
| Hispanic or Latino | 66% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 87% |
| Students with disability | 47% |
| Students with no reported disability | 86% |
| English learner | 24% |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 20% |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | 71% |
| All Students | 68% |
| Females | 70% |
| Males | 66% |
| African American | 50% |
| Asian | 81% |
| Filipino | 72% |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 73% |
| Students with disability | 41% |
| Students with no reported disability | 72% |
| English learner | 41% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 58% |
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 | 58% |
| Females | 68% |
| Males | 49% |
| African American | n/a |
| Asian | 78% |
| Filipino | 60% |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 56% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 58% |
| Students with disability | 58% |
| Students with no reported disability | 58% |
| English learner | n/a |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 77% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 60% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | 65% |
| Parent education - declined to state | 50% |
| All Students | 80% |
| Females | 89% |
| Males | 73% |
| African American | 76% |
| Asian | 90% |
| Filipino | 78% |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 86% |
| Students with disability | 42% |
| Students with no reported disability | 85% |
| English learner | 17% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 81% |
| All Students | 29% |
| Females | 36% |
| Males | 24% |
| African American | n/a |
| Asian | n/a |
| Filipino | 27% |
| Hispanic or Latino | 21% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 30% |
| Economically disadvantaged | 18% |
| Non-economically disadvantaged | 36% |
| Students with disability | 17% |
| Students with no reported disability | 34% |
| English learner | 17% |
| Fluent-English proficient and English only | 31% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 14% |
| Parent education - some college (includes AA degree) | 23% |
| Parent education - college graduate | 29% |
| Parent education - graduate school/post graduate | 50% |
| Parent education - declined to state | n/a |
| All Students | 99% |
| Females | 100% |
| Males | 96% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 98% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 98% |
| Students with no reported disability | 98% |
| Fluent-English proficient and English only | 98% |
| 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 | 100% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 72% |
| Females | 76% |
| Males | 71% |
| African American | 59% |
| Asian | 87% |
| Filipino | 70% |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 79% |
| Students with disability | 31% |
| Students with no reported disability | 78% |
| English learner | 21% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 64% |
| All Students | 85% |
| Females | 90% |
| Males | 82% |
| African American | 71% |
| Asian | 95% |
| Filipino | 89% |
| Hispanic or Latino | 66% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 90% |
| Students with disability | 44% |
| Students with no reported disability | 90% |
| English learner | 39% |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | 86% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 6
Grade 7
Grade 8
All students
Female
Male
All students
African American
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 - not a high school graduate
Parent education - high school graduate
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 | 52% | 27% | ||
| Asian | 29% | 11% | ||
| Hispanic | 12% | 51% | ||
| Black | 4% | 7% | ||
| Two or more races | 3% | 3% | ||
| Hawaiian Native/Pacific Islander | 1% | 1% | ||
| American Indian/Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 21% | N/A | 54% |
| English language learners 2 | 12% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 29% | 85% | ||
| Farsi (Persian) | 16% | 0% | ||
| Filipino (Pilipino or Tagalog) | 16% | 1% | ||
| Vietnamese | 9% | 2% | ||
| Korean | 6% | 1% | ||
| Russian | 5% | 0% | ||
| Arabic | 4% | 1% | ||
| All other non-English languages | 2% | 1% | ||
| Cantonese | 2% | 2% | ||
| German | 2% | 0% | ||
| Punjabi | 2% | 1% | ||
| Urdu | 2% | 0% | ||
| Ilocano | 1% | 0% | ||
| Indonesian | 1% | 0% | ||
| Lao | 1% | 0% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 1% | 0% | ||
| Taiwanese | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 29 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 15 | N/A | 11 |
| Average years teaching | 18 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 0% | N/A | 96% |
| Emergency credential or waiver | 100% | N/A | 2% |


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9353 Oviedo Street
San Diego,
CA 92129
Website: Click here
Phone: (858) 484-1300
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