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Teacher quality
Principal leadership
Parent involvement
The school administration is very helpful and pleasant (Donna, Gloria). Both my kids and I feel like we belong, like we are part of a big family at Canyon View. There is a heavy parent volunteering force that drives multiple activities and efforts and everyone is welcome to participate. Improvements needed IMO: stronger focus on academia, especially to promote science.
—Submitted by a parent
I LOVE this school. It is amazing. I would definitely recommend Mrs. Merrill. She is kind and excels at teaching. The front office staff,especially Mrs. Lou are very polite and will help you with anything you need. The principal is wonderful and has a lot of experience. Canyon View is a great place to learn.
Great school and very involved and dedicated teachers. The school is great at evaluating kids and guiding them accordingly. Great community involvement and we love the smaller and intimate school atmosphere.
—Submitted by a parent
As a parent, I've seen many changes @ Canyon View - all for the good of the students and the school. I cannot think of one person employed here who doesn't consider the welfare of the students to be of the hightest priority - mentally, physically, and academically. I have never felt that my children were "taught to the test". Hand in hand, my chidrens' teachers and I developed partnerships to ensure that my children could reach their potential ... being the best "me" I can become was their goal. As a result, my children have all become self-aware, self-sufficient members of society. Thank you, staff & teachers of Canyon View!
—Submitted by a parent
Canyon View was an excellent school for my son and daughter. The teachers and staff were very caring. They also provided my kids with an outstanding educational foundation. My son recently promoted from CV and is doing very well in middle school. My daughter is a straight A high school student. Thank you CV!
—Submitted by a parent
Canyon View is a great school! All my children's teachers have all been excellent. We appreciate the diversity and the friendly atmosphere.
—Submitted by a parent
One reviewer says parents can only have a conference once a year. In talking to teachers, PUSD gives teachers a week at the end of the first trimester for conferences. However, parents can request a conference at any time. Did this reviewer request a second conference ? Re:Principal's office. I have had my son go to the principal's office as a witness to an event. He told me about it and I called her. She told me that whenever a child has made a poor behavior choice, parents are always called. Does she call when they go to her office for good things, no? I wouldn't expect her to. Regarding the nurse, again, I have found copies of the nurse forms at the bottom of my child's tote bag. The school nurse is required to fill out an incident form ANY time a student comes in to her office, so if your child isn't bring back the pink form, again, not the school's fault. Teachers are on the playground at recess and before school everyday; yard duties at lunch everyday. Teachers get a lunch break every day, get over it. Also, teachers are not required to be on duty after school. Really people? Canyon View is a top notch school with awesome teachers, a great parent community and great kids.
—Submitted by a parent
I agree with all of the reviews written in 2012. This school has big problems right now. The amount your child will learn from grades 1-5 will depend upon whether they get a "good" teacher or a "bad" teacher. Parents have been asking for changes and accountability from teaching staff and administration since the middle of the 2011-2012 school year. District staff is aware of the problems here, but up until this point, has been unwilling to get actively involved. In our 5 years here, my child has had 2 years where he/she has not learned much - in fact, Language Arts test scores went backwards during one of these years. I spent numerous hours helping my child with homework because the lessons were not being taught in the classroom. Communication between the teachers and parents is extremely poor, and you get one opportunity each year for a formal parent/teacher conference. I am hopeful that the teachers will make some changes for the 2012-2013 school year based upon parent feedback - if there aren't any, I will be pulling my child out and will either request an inter-district transfer to one of the 3 other schools that feed into our middle school or will be homeschooling.
—Submitted by a parent
The review from May 7, 2012 is very accurate! This school is very quick to label children. And once they put that label on your child, there is no escaping it. We had our child evaluated, as to their specific requests, & was told she was typical for her age. That seemed to only enrage them. There is absolutely no teacher/parent communication...unless they want money. Then it borders along the lines of harassment. Don't bother to pay dues for the PTA, because you will never be notified of anything. They don't notify you if your child is sent to the principal's office, they don't notify you if your child is seen by the nurse, there is zero communication. They only time we heard from the nurse was when our daughter was injured to the point of needing medical attention. Students spend 1/4 of the day outside at recess & then watch a movie everyday after the last recess until it 's time to go home. Teachers are not present on the playground, during lunch, or after school. Parents huddle around the only entrance/exit to the school so when students are dismissed, they are forced to walk through a crowd....good luck finding your child. This school is a joke.
—Submitted by a parent
My daughter went here from the pre-K PEPP program to second grade. It was a very negative experience for her, as there is tremendous pressure on the kids to do well academically. From daily homework work pages to admonitions not to miss any school and threatening notes over tardiness, it was really ridiculous. However the final straw came with the STAR testing which starts in 2nd grade. You should know that schools like Canyon View "teach to the test" for weeks beforehand, and her teacher darkly hinted that her score would impact her grade. Tactics like this is probably one reason why schools like this have inflated scores. Even though my daughter scored highly on the tests so she must have been "learning," she would make up excuses or lie about being sick so she wouldn't have to go to school. Now my daughter goes to a more balanced Charter School, and they don't even go over any of the STAR test subjects with the kids. They just tell them to do their best. This is probably why many charter school STAR test scores can be low, so don't be fooled into thinking this reflects on the kids' intelligence.
—Submitted by a parent
Great school. Parents involvement is high. I sense a great leadership and the kids acquire values for creating a better society. Encourage to help community and the environment. Lots of programs. Assorted choices to pick from. Math/Science/Art etc...
—Submitted by a parent
This school has been wonderful for both my children. I know that they will always look back with fond memories of this school(if they can block out the homework!) The teachers care and it shows. Canyon View Parent 10 yrs
—Submitted by a parent
Wow! What an excellent year my child had at Canyon View. My Daughter came out of Kindergarten a strong accadimic student. As a first grader at a different school she is at a 3rd grade reading and spelling level. She often asks to go back to Canyon View. My child will never foget kindergarten. The Staff is amazing. They always seemed to be happy to be teachers. Thats speaks volumes to a parent. I appreciate the wonderful learning environment they have created. Thank you Canyon View! 'Today is the best day of my life!'
—Submitted by a parent
Excellent School, Mrs. Merril is the best teacher in San Diego, she has helped my son so much and I appreciate her, she is such a blessing and to have the prevlidge to know her will never be forgotten.
—Submitted by a parent
Great teachers. The kids are first priority! Small classes the kids get the attention they need. Open and communicating with the parents. Great Eteam at ESS.
—Submitted by a parent
Not sensitive to the educational needs of their students. More concerned with covering their own tracks.
—Submitted by a parent
Teachers with bad attitudes. Very commercial: always asking for money.
—Submitted by a parent
My daughter went to Canyon view from 1st grade to 5th grade. I have been so impressed with the teachers and the community. It is a GREAT place to be for so many reasons! The teachers did push hard and expect a lot out kids. I think that is great. My daughter was able to see her full potential and because of them she is a very strong and confident student!
—Submitted by a parent
My children go to 2 different elementary schools in this district. The differences between the schools were evident immediately and seem to be related to socioeconomic differences. The teachers at this school can push harder because they don't have the disciplinary problems, nor the language barriers to the extent the other school does. Teachers also seem more positive, in general at this school. I was sorry to hear that several 4th and 5th grade projects were removed because parents complained about the workload. We have a good school, a great principal, and attract highly qualified teachers who should be allowed to use their expertise to teach our kids. All moms work, just some of us have a paid position. I've not experienced the 'snob' factor described, but with flexible hrs, I've managed to help out regularly each year.
—Submitted by a parent
The before school and after school program is wonderful. It is true, however, if you are a working mom it is looked down on by other parents.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
72 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
72 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 48% in 2012.
82 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
83 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 67% in 2012.
79 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
80 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
82 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
82 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
82 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 76% |
| Females | 74% |
| Males | 78% |
| African American | n/a |
| Asian | 76% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | 69% |
| Fluent-English proficient and English only | 78% |
| 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 | 75% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 91% |
| All Students | 69% |
| Females | 60% |
| Males | 78% |
| African American | n/a |
| Asian | 72% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | 71% |
| Fluent-English proficient and English only | 69% |
| 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 | 75% |
| Parent education - graduate school/post graduate | 74% |
| Parent education - declined to state | 73% |
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 | 88% |
| Females | 98% |
| Males | 79% |
| African American | n/a |
| Asian | 81% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | 75% |
| Fluent-English proficient and English only | 92% |
| 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 | 85% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 100% |
| All Students | 96% |
| Females | 100% |
| Males | 93% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 97% |
| English learner | 95% |
| Fluent-English proficient and English only | 97% |
| 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 | 100% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | 100% |
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 | 90% |
| Females | 90% |
| Males | 90% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 85% |
| All Students | 89% |
| Females | 88% |
| Males | 90% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 97% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | 77% |
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 | 87% |
| Females | 89% |
| Males | 84% |
| African American | n/a |
| Asian | 94% |
| 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) | 90% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | 67% |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 91% |
| Females | 89% |
| Males | 93% |
| African American | n/a |
| Asian | 94% |
| 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) | 90% |
| Economically disadvantaged | 86% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | 67% |
| Fluent-English proficient and English only | 96% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 72% |
| Females | 70% |
| Males | 73% |
| African American | n/a |
| Asian | 83% |
| 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) | 74% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | 42% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
Asian
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 50% | 28% | ||
| Asian | 22% | 8% | ||
| Multiple or No Response | 11% | 3% | ||
| Hispanic or Latino | 8% | 49% | ||
| Filipino | 6% | 3% | ||
| African American | 2% | 7% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 21% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 8% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Mandarin (Putonghua) | 15% | 1% | ||
| Vietnamese | 12% | 2% | ||
| Farsi (Persian) | 8% | 0% | ||
| Japanese | 8% | 0% | ||
| Spanish | 8% | 85% | ||
| Cantonese | 7% | 2% | ||
| Korean | 5% | 1% | ||
| Filipino (Pilipino or Tagalog) | 4% | 1% | ||
| French | 4% | 0% | ||
| All other non-English languages | 3% | 1% | ||
| Chaldean | 3% | 0% | ||
| Chaozhou (Chiuchow) | 3% | 0% | ||
| Arabic | 2% | 1% | ||
| Hindi | 2% | 0% | ||
| Ilocano | 2% | 0% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 2% | 0% | ||
| Urdu | 2% | 0% | ||
| Bengali | 1% | 0% | ||
| German | 1% | 0% | ||
| Greek | 1% | 0% | ||
| Lao | 1% | 0% | ||
| Pashto | 1% | 0% | ||
| Rumanian | 1% | 0% | ||
| Russian | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 16 | N/A | 11 |
| Average years teaching | 17 | 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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9225 Adolphia Street
San Diego,
CA 92129
Website: Click here
Phone: (858) 484-0981
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For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
Please note that it can take up to 48 hours for your comment to be posted to our site. While you're here, we'd like to invite you to fill out a survey on your school's programs, activities, and extracurriculars. It only takes a few minutes and will help parents get a full picture of your school.
Continue to compare the schools you have already selected or Edit schools to change your selection.
Get started now! You have successfully registered and can now start updating your Official School Profile. The information you provide is extremely valuable in helping parents and students learn more about your school, so thanks for taking the time!
Thank you for registering as a school leader. We just need to verify your email address. We've sent you an email - please click on the link in that message to get started editing your school's information!

