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Mesa Verde Middle School

Public | 6-8

 

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Living in San Diego

Situated in a suburban neighborhood. The median home value is $450,000. The average monthly rent for a 2 bedroom apartment is $1,740.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 5 ratings
2012:
Based on 2 ratings
2011:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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16 reviews of this school


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Posted December 16, 2013

A great school that has good and bad teachers. You can get an amazing teacher OR a terrible one, but most likely you'll get a good teacher They offer a WONDERFUL programming club, where you can learn how to build websites, and much, much more!


Posted August 14, 2013

Hands down the most enthusiastic middle school teachers possible. The principal is wonderful, very caring and capable. So many great programs, especially music, in addition to impressive academics. Very good vibe here, not your typical middle school. Great neighborhoods all around, quality people. Love it here!
—Submitted by a parent


Posted July 27, 2013

I agree with the comments of other parents, my child who had always been an honor student suffered a decline in grades while attending this school, particularly in 8th grade. There is a female 8th grade teacher who is incredibly cruel to her students. There is a lot of bullying in this school and Administration ignores it for the most part. Teachers do tend to blame children for their shortcomings.
—Submitted by a parent


Posted April 9, 2013

The teaching here is antiquated. Teachers provide outdated handouts and worksheets on a regular basis, and almost no technology is taught or used in class. Where is the collaboration, problem solving and discourse that these higher level learners are capable of? Why so much rote teaching and rote homework? Why do a majority of the teachers have students grade other student's work in class? Much time is wasted on the great minds in this community. It is feasible to say that the high test scores are a result of the intrinsic knowledge the students bring with them, not the teaching. Ask your child how many hands-on, collaborative labs they complete in science each week, and if they are using multiple sources of evidence to support claims. It is sad.
—Submitted by a parent


Posted March 18, 2013

In the three years my learning challenged child was there he was never once offered any type of help or service. Instead he was blamed as being lazy. The next school quickly identified a serious learning disorder and provided testing and services. The counselors comments to me and my son were disrespectful and ignorant. The teachers, especially in 8th grade were nothing short of cruel.
—Submitted by a parent


Posted December 8, 2012

Unfortunately my experience here was unpleasant at best. Daughter's grades suffered and meetings with teachers was not a possibility except with one teacher. Most teachers did not return calls or emails. Sadly the one teacher that did meet with us began accusing my daughter of lying, and then would apologize and say she found the assignment or whatever it was she was accusing her about. The issue with that teacher was so big, I escalated to the principal and we agreed that my daughter should be moved to a different class. My daughter mostly failed 8th grade here. Not for my lack of support and help, but that of the teachers. Some kids were vicious bullies with slanderous rumor-milling and even though principal was brought in on occasions, nothing was stopped.
—Submitted by a parent


Posted January 22, 2012

This school is truly amazing! I came to this beautiful academy in the 6th and sadly had to leave in the 8th. Those 3 years were the best I had ever experianced. I met tons of friends here and the teachers here are awesome! I love Mesa Verde, the parents, staff, teachers, and students. I greatly recommend this school to any other students or parents in the Poway Unified School District or any where else in San Diego County because, it is worth the drive. Have a thought about joining this school, because this school is wonderful. I cried when I left, 8 years ago.


Posted September 4, 2011

This school is amazing! I came to Mesa Verde in 7th grade and I loved the experience. I met many good friends here and I had great teachers. I'm currently in 8th grade at this school, and I'm still liking the school. I certainly recommend it to any other students/parents who are thinking about joining this school, because this school is wonderful.


Posted May 24, 2011

My child attended Mesa Verde for 8th grade only. We moved to this area from another state. My child's experience was less than satisfactory on many levels. The primary issue was that he had been in an accelerated/gifted class since he had been in the first grade at his old school. Mesa Verde had no room, and it seemed little desire, to place him into the equivalent program in CA (called GATE). He was bored in his classes (except math) and never really clicked with any of the other kids. Mesa Verde did offer a geometry class that allowed him to continue his math (he had algebra in the 7th grade). I thought the material was well presented and the teacher appropriately pushed the students. As a final parting shot, at the 8th grade graduation when students with high GPAs were recognized, my child was not recognized even though he easily made the GPA cutoff (he had nearly straight A's at both his old school and Mesa Verde). I'm sure Mesa Verde is a great school for lots of kids, but they didn't seem very motivated to make it a good experience for transfer students. He's much happier in high school now, and very happy that Mesa Verde is behind him.
—Submitted by a parent


Posted July 19, 2009

A great middle school. I attended Mesa Verde for grades 6-8, when the new campus was first opened. I am surprised to see that most of the original founding staff is still there, several of them even in the same classrooms. I was lucky enough to have awesome teachers, but I know that some of my friends did have complaints about their teachers. I feel that it was an academically challenging setting since I was in GATE all 3 years. The only thing that I feel is a minor downfall was the lack of extracurricular activities. I know that there are more current offerings, but Mesa Verde was lacking some when I was there. Great school, great staff, and the test scores prove it!
—Submitted by a student


Posted May 14, 2009

Everybody seems to rave about the Poway school district. However, the schools are only as good as each inidvidual teacher. Standards should not be flexible. There is more to a school than state testing. Student GPA's probably reflect more on a school than standardized fill in the circle tests. (Don't forget with these tests that a student automatically has a 25% chance of answering the question successfully). Instead of the schools praising themselves they should learn from both the positive and negative feedback that they receive. An outstanding school is one that does not ignore negative issues, but learns from them. The Poway school district does have positive attributes, but there are many other school districts that exceed this performance level.
—Submitted by a parent


Posted February 15, 2008

My son and daughter attend here and there is a discipline problem there. The teachers are wonderful, however, and my children enjoy many after school activities, as well. The problem is that school does not have referrals. Yes, a middle school with no referrals! My 8th grade son has reported that students' disrespectful behavior is often overlooked by the principal and at times even rewarded by being taken to lunch? Can this be right? My 6th grade daughter has started reporting the same thing to me. This concerns me. I understand supporting all students, but allowing disrespect? Instead of referrals, when students misbehave in class, they make a phone call home, but there is not even a detention or consequence for the behavior. I want my children to see that school, as life, has consequences for behavior. Mine are questioning why they are not rewarded for good behavior like the 'problem' kids.
—Submitted by a parent


Posted March 28, 2007

This is a great school with strong academic program and a 'cool' principle who emphasizes not only 'grades' but 'colorful life' for the youngsters. Band and symphony teachers are dedicated and with a great sense of humor. All the staffs are very responsive to my concerns in no time. I only wish there is a professional art teacher to lead the art program, if there is one. I guess funding is the issue! Many after school student clubs led by teachers with their own time. YMCA also offer free after school program in campus. PTA is strong. My son is very proud to be a student in Mesa Verde.
—Submitted by a parent


Posted August 19, 2006

This has been an excellent school. The principal takes interest and interacts with the student body. The band instructor is absolutely incredible! The faculty participates and cares about the students. Just wish there could be more sports etc, but the area has great community leagues to play for.
—Submitted by a parent


Posted May 18, 2005

Mesa Verde is an excellent school with high academic standards and a high level of parent involvement. They do not have sports program however there are ample recreational and competitive leagues in the area. They do still offer band and orchestra for the students in all grades.
—Submitted by a parent


Posted December 7, 2004

Good school. Facility tries to accomodate the 'unusual' student and provide resources needed.
—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

944

Change from
2012 to 2013

-4

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 did not meet all student subgroup API targets for 2013

This school's
API score

944

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

-4

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

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 60% in 2013.

399 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
91%

2011

 
 
87%

2010

 
 
90%
Math

The state average for Math was 55% in 2013.

393 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
85%

2011

 
 
82%

2010

 
 
85%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

153 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
96%

2011

 
 
91%

2010

 
 
97%
English Language Arts

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

433 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
91%

2011

 
 
88%

2010

 
 
88%
Math

The state average for Math was 52% in 2013.

280 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
73%

2011

 
 
73%

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

Algebra I

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

180 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
70%

2011

 
 
76%

2010

 
 
74%
English Language Arts

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

419 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
89%

2011

 
 
88%

2010

 
 
85%
General Mathematics (Grades 6 & 7 Standards)

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

99 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
55%

2011

 
 
58%

2010

 
 
59%
Geometry

The state average for Geometry was 85% in 2013.

137 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
96%

2011

 
 
95%

2010

 
 
98%
History - Social Science Grade 8 Cumulative

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

417 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
85%

2011

 
 
83%

2010

 
 
83%
Science

The state average for Science was 67% in 2013.

415 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
92%

2011

 
 
91%

2010

 
 
92%
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 Students89%
Females91%
Males89%
African Americann/a
Asian95%
Filipino89%
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged76%
Non-economically disadvantaged92%
Students with disability45%
Students with no reported disability92%
English learner52%
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduate82%
Parent education - some college (includes AA degree)90%
Parent education - college graduate86%
Parent education - graduate school/post graduate95%
Parent education - declined to state87%

Math

All Students86%
Females87%
Males85%
African Americann/a
Asian95%
Filipino83%
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged71%
Non-economically disadvantaged88%
Students with disability41%
Students with no reported disability88%
English learner73%
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduate82%
Parent education - some college (includes AA degree)83%
Parent education - college graduate83%
Parent education - graduate school/post graduate90%
Parent education - declined to state80%
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

All Students98%
Females97%
Males99%
African Americann/a
Asian97%
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)100%
Economically disadvantagedn/a
Non-economically disadvantaged99%
Students with disabilityn/a
Students with no reported disability98%
English learnern/a
Fluent-English proficient and English only98%
Migrant educationn/a
Gifted and talented99%
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 graduate96%
Parent education - graduate school/post graduate99%
Parent education - declined to state100%

English Language Arts

All Students89%
Females92%
Males87%
African Americann/a
Asian95%
Filipino90%
Hispanic or Latino76%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged66%
Non-economically disadvantaged92%
Students with disability50%
Students with no reported disability92%
English learner25%
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)73%
Parent education - college graduate89%
Parent education - graduate school/post graduate93%
Parent education - declined to state91%

Math

All Students74%
Females72%
Males77%
African Americann/a
Asian86%
Filipino69%
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged59%
Non-economically disadvantaged77%
Students with disability48%
Students with no reported disability77%
English learner63%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)62%
Parent education - college graduate71%
Parent education - graduate school/post graduate86%
Parent education - declined to state65%
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

All Students67%
Females69%
Males66%
African Americann/a
Asian81%
Filipino64%
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)66%
Economically disadvantaged70%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)71%
Parent education - college graduate70%
Parent education - graduate school/post graduate64%
Parent education - declined to state71%

English Language Arts

All Students84%
Females84%
Males85%
African Americann/a
Asian93%
Filipino71%
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged69%
Non-economically disadvantaged87%
Students with disability43%
Students with no reported disability88%
English learner36%
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)76%
Parent education - college graduate80%
Parent education - graduate school/post graduate92%
Parent education - declined to state70%

General Mathematics (Grades 6 & 7 Standards)

All Students60%
Females59%
Males60%
African Americann/a
Asian82%
Filipino47%
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged60%
Non-economically disadvantaged59%
Students with disability39%
Students with no reported disability66%
English learner58%
Fluent-English proficient and English only60%
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)38%
Parent education - college graduate60%
Parent education - graduate school/post graduate68%
Parent education - declined to staten/a

Geometry

All Students94%
Females95%
Males94%
African Americann/a
Asian99%
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)91%
Economically disadvantagedn/a
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only94%
Migrant educationn/a
Gifted and talented97%
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 graduate89%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students84%
Females80%
Males87%
African Americann/a
Asian92%
Filipino70%
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged64%
Non-economically disadvantaged87%
Students with disability45%
Students with no reported disability87%
English learner47%
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)70%
Parent education - college graduate80%
Parent education - graduate school/post graduate91%
Parent education - declined to state78%

Science

All Students95%
Females93%
Males96%
African Americann/a
Asian99%
Filipino94%
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)96%
Economically disadvantaged88%
Non-economically disadvantaged96%
Students with disability71%
Students with no reported disability96%
English learner93%
Fluent-English proficient and English only95%
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)89%
Parent education - college graduate93%
Parent education - graduate school/post graduate98%
Parent education - declined to state94%
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 State average
White 48% 26%
Asian or Asian/Pacific Islander 36% 11%
Hispanic 9% 52%
Two or more races 4% 3%
Black 2% 6%
Hawaiian Native/Pacific Islander 1% 1%
American Indian/Alaska Native 0% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 9%N/A54%
Source: NCES, 2010-2011

Teacher experience

  This school District averageState average
First-year teachers 7%N/AN/A
Source: CRDC, 2011-2012

Teacher resources

Special staff resources available to students Nurse(s)
School social worker/counselors(s)
Read more about programs at this school
Source: Provided by school community.

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Arts & music

Music
  • Band
  • Choir / Chorus
  • Orchestra

Language learning

Foreign languages taught
  • Spanish

Health & athletics

Staff resources available to students
  • Nurse(s)
School facilities
  • Gym
Note: Data provided by community members,
needs to be verified by school leaders.

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

School basics

Before school or after school care / program onsite
  • After school
School Leader's name
  • Cliff Mitchell
Fax number
  • (858) 538-8636

Programs

Foreign languages taught
  • Spanish

Resources

Staff resources available to students
  • Nurse(s)
  • School social worker/counselors(s)
Transportation options
  • Buses/vans for students only
School facilities
  • Gym
Note: Data provided by community members,
needs to be verified by school leaders.

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

Sports

Boys sports
  • Basketball
Girls sports
  • Basketball

Arts & music

Music
  • Band
  • Choir / Chorus
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8375 Entreken Way
San Diego, CA 92129
Website: Click here
Phone: (858) 538-5478

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