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Nestor Language Academy Charter

Charter | K-8

 

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Living in San Diego

Situated in a suburban neighborhood. The median home value is $240,000. The average monthly rent for a 2 bedroom apartment is $1,440.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 1 rating
2012:
Based on 3 ratings
2011:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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21 reviews of this school


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Posted April 7, 2014

I have nothing but WONDERFUL things to say about Nestor. I am an alumni of the language academy and am currently a high school senior. I attended Nestor k-6 and graduated as the valedictorian of my 6th grade class. Nestor's test scores do not nearly reflect the quality of education your child will receive. Teachers are incredibly committed to students and spend many unpaid hours after school and over breaks to make lesson plans phenomenal. They connect very deeply with their students and parents. I still keep in contact with several of them! I thoroughly enjoyed the curriculum and focus of language, culture, and diversity throughout my years. Starting in third grade, we learned of the importance of bilingualism and discussed our bicultural lifestyle. These topics could not have otherwise been taught to a group so young. There are many opportunities for kids to be involved and contribute to the campus. Programs like music, safety patrol, peace patrol, student council, Fall Festival committee, the after school program and more all help build leadership experiences. I am so pleased with the growth of the language academy and have nothing but fond memories of my time there.


Posted June 9, 2013

There are some good aspects about this school, for instance the early years teachers are great! However, the middle school requires a much more in-depth curriculum; where the students can be more engaged, supported, and challenged. In closing, the demographics in terms of population are not as balanced as it could be.
—Submitted by a parent


Posted June 22, 2012

academic wise its a good school security okay, my daughter in 2nd grade and 6 months later shes bilingual, and she doing great.
—Submitted by a parent


Posted May 24, 2012

Great teachers+great program= great future profesionals. Congrats you are doing a awesome job. I can't thank the teachers enough for their dedication and patience.they truly love what they do and we as parents truly appreciate your devotion.
—Submitted by a parent


Posted March 10, 2012

I am a prospective parent. Thought I'd mention that as of the 2010-2011 school year Nestor Language Academy became a charter school and now serves grades K-8. I read about the Nestor Language Academy in the Union Tribune in 2011 and it was listed in the top 3 middle schools in terms of percentage of seventh graders achieving advanced or provicient grades on standardized tests, when compared with all Sweetwater middle schools and two other charters in the area. GREAT WORK!


Posted June 15, 2011

I am an educator, and have been teaching both students and teachers for over 20 years. I have a PhD from Stanford in teacher education, and have observed many, many teachers in various schools. Both of my daughters have been at Nestor since kindergarten. I continue to be amazed by the incredible work of both teachers and the whole school to create an environment of caring, bilingualism, biliteracy, and consistency. The teachers work in teams extremely effectively, and both my daughters are fluent in both Spanish and English, are at the top of the CSTs, and love the school and their teachers. I have spent many mornings observing the teachers as I volunteer in the classroom, and the teaching is clear, kind, stimulating, uses many varied techniques, and in many instances has taught ME something about teaching! I cannot recommend this school highly enough. I would gladly be a teacher there, and will keep my daughters there through 8th grade without any hesitation. From the day-to-day teaching in the classrooms to the whole-school assemblies, I have been continually impressed and proud to be a part of Nestor.
—Submitted by a parent


Posted May 10, 2011

I have to say, this school provides the challenge that I would excpect. When they told us of the intensity that is taught at this school, they were not kidding. Wonderful system that keeps both of my kids challenged with homework with high expectations. Watching them grown in dual languages is amazing. Not only are the kids held accountable but so are the partents. They are focused on making sure the kids learn what the need to while at the same time enforcing the rules. I didn't buy a house in another city because of this school.
—Submitted by a parent


Posted September 9, 2010

Nestor Language Academy is an exceptional and exemplary school that is a rare gem in the educational system. The school is comprised of intelligent, dedicated, and compassionate teachers and staff who have made a commitment to providing the students with a solid, comprehensive and meaningful academic education. The students are offered the opportunity to achieve complete fluency in two languages. Whether the child's first language is English or Spanish, their fluency will be solid in both before they reach fifth grade (or sooner in many cases). "English only parents" are kept up to date with their child's progress and in close communication with their teachers which is important during the early years when the majority of instruction is in Spanish. The children adapt very well to the program and it is wonderful to see how much they are capable of learning under the care of the pecially trained teachers.
—Submitted by a parent


Posted August 19, 2008

Nestor is an excellent school. The scores might not show it but there is a reason for that. It has a dual immersion program in which students learn two languages. This school follows the 90/10 model. In first grade students receive 90% of their instruction in Spanish and 10% in English. In second grade, 80% of instruction is given in Spanish and 20% in English and so each year students receive more and more of their instruction in English. Therefore, since the CST is in English students in the lower grades do not test as as they could if the test was given in Spanish. That is why you have to look at Nestor's results from the upper grade levels when they are already being instructed 50/50 so that you can do a better comparative to other schools. I would highly recommend this school b/c your child will acquire 2 languages.
—Submitted by a parent


Posted April 17, 2008

This is a great school, I have had great help and support from the teachers as well as some staff including the principal. I enjoy the way that they involve themselfs in the kids education , they just dont see them as another number. I highly recomend it with no complaint. Only the secretary needs to improve her people skills. Thank you Nestor staff The Nunos
—Submitted by a parent


Posted December 31, 2007

As a parent of two children, I have nothing but praise for Nestor Elementary School. My eldest child attended from kindergarten through sixgth grade and my youngest for four years now. Both have thrived and continue to do extremly well academically. Nestor is about eleven miles away from our home and we've chosen to send our kids to this particular school because of it's award-winning dual language immersion program.
—Submitted by a parent


Posted August 24, 2007

I have been a committed Nestor parent for the past seven years. I have never met a more dedicated group of hard-working teachers--even as I have spent the last eleven years working as a teacher in several schools. Because I live nearby, I often drive by the school on evenings and weekends, and can count on one hand the number of times I HAVEN'T seen a teacher's car in the parking lot. My son is now in middle school, and did extremely well academically in both languages while in their immersion program. With his sister entering her second year at Nestor, we are satisfied that we will see the same results. Nestor parents demonstrate a level of involvement rarely matched at other schools, and we are proud of our school's music program. I look forward to the next six years my daughter will be spending at Nestor!
—Submitted by a parent


Posted April 22, 2007

This school is the worst school ever. My daughter's education is not the priority of the school. The principal never does anything. Security is horrible. anyone can come in the school and take a child out. Why is this being allowed. Something must be done now!
—Submitted by a parent


Posted March 21, 2007

I have 2 daughters attending this school. Every year its a new problem and the principal does nothing. My children have been assaulted by other students and made to feel inadequate by some of their teachers.
—Submitted by a parent


Posted January 9, 2007

We choose to send our son to Nestor Language Academy, even though it was not in our geographic area. I thought that the school and program were outstanding. The teachers had the class well disciplined, and constantly focused on learning. I could easily send my child to a private school or a school in my neighborhood that has a good reputation, but the value of becoming fluent in second language before the sixth grade, cannot be beat! The teachers that my son has had, have been very good and dedicated. I also believe that the school leadership is strong. I would highly recommend this school.
—Submitted by a parent


Posted September 19, 2006

This school has been completely unsatisfactory to me as a parent, as well as to my children. The teacher that my son had was incredibly rude. When I went to visit one day, the entire room was in chaos. There was more structure in my daughters pre-school class than in this one. I am very disappointed in the school and teachers as a whole.
—Submitted by a parent


Posted November 20, 2005

The after school program (gift of time) is a life saver. Level of parent involvement is great too.
—Submitted by a parent


Posted January 26, 2005

I currently have 2 childred enrolled in Nestor's Language Academy. It is a spanish immersion program. They both went in speaking only english and now my eldest is in 5th grade and speaks and writes both spanish and english fluently. My kinder child is still learning. The teachers in this program are very dedicated. I would highly reccomend it!
—Submitted by a parent


Posted January 26, 2005

I have 2 boys enrolled in Nestor and have been very happy with the education they are receiving.
—Submitted by a parent


Posted April 28, 2004

I currently have two children in Nestor's dual emersion program and because of the high cost of housing we are forced to move to Riverside County. I believe our move will be harder on me than my children, because unlike them I can see the wonderful academic place Nestor is. The 'Language Academy' and the teachers here are very impressive. Both of my kids started the program in kinder and by the end of the school year the kids were reading, writing and were able to write short stories. The kinder teachers give so much and now with my kids in first and second grade the quality and effort of the teachers continues. For parents like myself that are bilingual but commit the mistake of not showing or enforcing the spanish language at home this is the program for you. We will miss Nestor greatly.
—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

809

Change from
2012 to 2013

-9

API Statewide Rank
(2012)

6 / 10

API Similar Schools Rank (2012)

3 / 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

809

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

-9

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

6 / 10

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

3 / 10

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

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

125 students were tested at this school in 2013.

2013

 
 
26%

2012

 
 
36%

2011

 
 
26%

2010

 
 
24%
Math

The state average for Math was 65% in 2013.

125 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
58%

2011

 
 
50%

2010

 
 
43%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

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

118 students were tested at this school in 2013.

2013

 
 
28%

2012

 
 
18%

2011

 
 
23%

2010

 
 
28%
Math

The state average for Math was 66% in 2013.

120 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
57%

2011

 
 
59%

2010

 
 
64%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

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

96 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
61%

2011

 
 
58%

2010

 
 
61%
Math

The state average for Math was 72% in 2013.

96 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
79%

2011

 
 
73%

2010

 
 
76%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

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

83 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
68%

2011

 
 
56%

2010

 
 
65%
Math

The state average for Math was 65% in 2013.

86 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
74%

2011

 
 
71%

2010

 
 
72%
Science

The state average for Science was 57% in 2013.

85 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
67%

2011

 
 
51%

2010

 
 
62%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

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

83 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
65%

2011

 
 
68%

2010

 
 
80%
Math

The state average for Math was 55% in 2013.

83 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
75%

2011

 
 
52%

2010

 
 
78%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

59 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
83%

2011

 
 
81%

2010

 
 
n/a
Math

The state average for Math was 52% in 2013.

59 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
64%

2011

 
 
71%

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

54 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
70%

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

54 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
87%

2011

 
 
n/a

2010

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

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

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

55 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
73%

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 67% in 2013.

55 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
85%

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

All Students26%
Females32%
Males19%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged25%
Non-economically disadvantaged28%
Students with disability21%
Students with no reported disability26%
English learner16%
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate25%
Parent education - some college (includes AA degree)25%
Parent education - college graduate24%
Parent education - graduate school/post graduate26%
Parent education - declined to staten/a

Math

All Students64%
Females71%
Males55%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged58%
Non-economically disadvantaged75%
Students with disability50%
Students with no reported disability65%
English learner55%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate58%
Parent education - some college (includes AA degree)63%
Parent education - college graduate59%
Parent education - graduate school/post graduate74%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

All Students28%
Females27%
Males29%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged26%
Non-economically disadvantaged33%
Students with disabilityn/a
Students with no reported disability29%
English learner26%
Fluent-English proficient and English only34%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate31%
Parent education - some college (includes AA degree)21%
Parent education - college graduate36%
Parent education - graduate school/post graduate40%
Parent education - declined to staten/a

Math

All Students63%
Females54%
Males71%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged62%
Non-economically disadvantaged63%
Students with disabilityn/a
Students with no reported disability64%
English learner63%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate82%
Parent education - high school graduate67%
Parent education - some college (includes AA degree)53%
Parent education - college graduate64%
Parent education - graduate school/post graduate60%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

All Students56%
Females61%
Males49%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged49%
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability58%
English learner38%
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate33%
Parent education - some college (includes AA degree)59%
Parent education - college graduate67%
Parent education - graduate school/post graduate68%
Parent education - declined to staten/a

Math

All Students75%
Females77%
Males72%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged72%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability77%
English learner69%
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate67%
Parent education - some college (includes AA degree)77%
Parent education - college graduate73%
Parent education - graduate school/post graduate83%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

All Students59%
Females67%
Males49%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged51%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability59%
English learner30%
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate40%
Parent education - some college (includes AA degree)52%
Parent education - college graduate71%
Parent education - graduate school/post graduate84%
Parent education - declined to staten/a

Math

All Students69%
Females72%
Males64%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged59%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability69%
English learner50%
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate53%
Parent education - some college (includes AA degree)57%
Parent education - college graduate76%
Parent education - graduate school/post graduate85%
Parent education - declined to staten/a

Science

All Students59%
Females60%
Males57%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged53%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability59%
English learner32%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate53%
Parent education - some college (includes AA degree)50%
Parent education - college graduate65%
Parent education - graduate school/post graduate75%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

All Students76%
Females70%
Males84%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged73%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability76%
English learner38%
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate64%
Parent education - some college (includes AA degree)76%
Parent education - college graduate84%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

Math

All Students79%
Females72%
Males86%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged73%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability78%
English learner46%
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate71%
Parent education - some college (includes AA degree)76%
Parent education - college graduate89%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

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

English Language Arts

All Students75%
Females68%
Males78%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged72%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate64%
Parent education - high school graduate63%
Parent education - some college (includes AA degree)73%
Parent education - college graduate91%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students68%
Females55%
Males76%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged62%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate45%
Parent education - high school graduate69%
Parent education - some college (includes AA degree)67%
Parent education - college graduate82%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

All Students43%
Females41%
Males47%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged47%
Non-economically disadvantaged33%
Students with disabilityn/a
Students with no reported disability40%
English learnern/a
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate24%
Parent education - some college (includes AA degree)50%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students80%
Females77%
Males87%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged75%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate65%
Parent education - some college (includes AA degree)92%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

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

Geometry

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

History - Social Science Grade 8 Cumulative

All Students63%
Females59%
Males75%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged59%
Non-economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability63%
English learnern/a
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate65%
Parent education - some college (includes AA degree)58%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students80%
Females74%
Males94%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged78%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate76%
Parent education - some college (includes AA degree)100%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school
Hispanic 93%
White 3%
Black 2%
Two or more races 1%
Asian 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 65%N/AN/A
English language learners 56%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 6%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • Guadalupe Avilez
Special schedule
  • Year-round
Fax number
  • (619) 628-0980

Resources

Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
School leaders can update this information here.

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1455 Hollister Street
San Diego, CA 92154
Website: Click here
Phone: (619) 628-0900

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