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Teacher quality
Principal leadership
Parent involvement
Both of my sons attend Benchley Weinberger and love going to school every morning. They actually ask to go to the school on the weekend and are anxious to get back to school during breaks. Mrs. Glaze, Ms. Trujillo, and Mrs. Brugh are amazing teachers who keep my boys interested and eager to learn. The principal, Ms. Patton is very enthusiastic and motivated. She really cares about each student and remembers all of their names. I am in the military and due to transfer soon. I wish I could keep my sons in this school until they graduate from the 5th grade. Benchley is one of the best schools that you could enroll your child into.
—Submitted by a parent
We have been at Benchley for 4 yrs now and love our school. My kids enjoy going to school every day and are creating wonderful school memories. We have an amazing group of teachers, office staff is very helpful and work very hard for the kids daily. Our P.E teacher Coach Tucker Rocks!! Mrs.Patton our amazing, fun, caring, supportive, and very dedicated principal is a true gift to our community....We love our "School With Heart" !!!
—Submitted by a parent
Some of the people who run this school are horrible. My sister came home scared one day because the teacher was constantly yelling at all of the students.
My child is going on his third year at Benchley and has had a wonderful experience there. All of his teachers so far (K-2) have been very involved, supportive and caring. They have allowed and encouraged parent volunteering in the classroom which I think is also great for the kids. The new principal Ms Patton is amazing couldn t be more happy with her work at the school. I was very impressed at how quickly she learned not only my child s name, but also mine, and considering how many kids and parents she meets, I think that is quite a feat. I wouldn t think of sending my kid anywhere else.
—Submitted by a parent
carolyn hasselbar is the meanest teacher ever!! Mrs. shelley and mrs. weinburger were the best!!!!!!!!
—Submitted by a parent
This is our second year at Benchley and we absolutely love it! Ms. Patton (the new principal) is communicative and energetic. She has high expectations of students and staff, sending the message that every student at the school has limitless potential. We are looking forward to our younger daughter starting kindergarten next year and both of our girls being BW Pandas. The teachers we have come across so far are wonderful and caring. A lot of effort is put into creating an educational yet nurturing atmospehere for students. The art and music classes are outstanding and the librarian and PE teacher are some of the best I've seen. There is a lot of parent and community support as well. We feel confident that our daughters are going to have a great start to their education at Benchley!
—Submitted by a parent
Our experience at BW has been nothing but great. Our Son (Kindergarten) loves his teacher. She is great to work with, and very mild mannered and patient with the kids. In less than half of a year our Son's reading and writing have grown leaps and bounds. I will agree that there are one or two crabby people in the office. But since I rarely visit the office, I don't see that as a problem. I'm more concerned about my Son's Teacher and Principal, which in my opinion are both excellent. Kindergarteners have "sharing" each week, where they get up in front of the class and talk about a given subject. We love this, as it will really help him learn to be comfortable speaking in front of others. He also has an Spanish class one day a week (costs extra) and soon will be doing an after school science class (extra). The new Principal is awesome. She knows many of the kids by name and is very approachable. We were THRILLED when we heard tha tthe old Principal was gone since that was the main knock on the school before. The before and after school care is handled by the YMCA and everyone who we have dealt with has been great. our Son enjoys the play/craft time after school.
—Submitted by a parent
The school may be great on test scores, but is seriously lacking in communication - unless it is for fund-raising. My 1st grader, along with 10 others, were placed in a kinder/1st combo class. Their classroom is a kinder classroom, on the opposite end of the school from the other 70+ 1st graders. Parents were not informed about this placement, and the principal was "surprised" that many of us were so upset. We were told how lucky our kids were because we had such a great teacher... well, no one felt it necessary at that time to inform us that she was also a "long term sub". 6 weeks into the semester, the teacher was involuntarily moved to another school. We were informed of this 1 hour before the end of class on the teacher's last day. And the kicker... no new teacher has yet been assigned. So now we have 11 1st graders, mixed in with 9 kindergarteners, and no teacher. The principal speaks like a politician instead of an academic leader. She is quick to tell you that it is not her fault and to write to congress. I will be applying to Green next year, where I hear that along with great test scores, they also have a great principal and fantastic communication with parents.
—Submitted by a parent
2010-2011Schoo Year First year at BW so dissapointed in BW! Office staff is a mix of nice and very rude personel. Principal Jacobs and teachers to busy with test scores and the distinguished status not really focusing on students real needs. Mrs. Jacobs lacks leadership and people skills needed to support this school extremely disrespectful to children, parents and staff. Great group of parents, volunteers and some nice not to burned out teachers.
—Submitted by a parent
Benchley Weinberger has an outstanding community of parents and volunteers. They help facilitate and support the programs and events for the school. The teachers are hard working and dedicated to achieving the educational standards for every child. The teachers could benefit from having more support within the classrooms. Especially, with the increase of class sizes. However, the principal and office staff are a mix of rude and pleasant personalities. The principal lacked the integrity and support that one would expect from a leader.
—Submitted by a parent
This school, is great! The staff are mostly nice. My child has been here since 3rd grade and they loved it! The principal is ok... she doesn't interact with her students enough.. But great school overall!
—Submitted by a parent
We are thrilled with the teachers our son has had. He is currently in first grade and we feel fortunate to be part of the BW family.
—Submitted by a parent
The Principle needs to step up or retire. Have been at the school for 4 years and as far as I can see the teachers and parent volunteers make the school what it is. The office staff is rude, the priciple is visible but not involved. The priciple has no clear visions to improve/update the quality of education, programs, safety of the school. She clearly does not want to "go the extra mile" for the school. Yes the school has great test scores...great teachers...great kids. But think of what could be with an awesome leader. It is a shame.
—Submitted by a parent
This is my son's first year at Benchley and he absolutely loves going to school every morning (which says a lot, due to the fact that he must get up at 5:30am to catch the bus). His teacher Ms. Trujillo is an oustanding educator as are all of the other kindergarten teachers. I am extremely satisfied with my sons school experience thus far.
—Submitted by a parent
Our family has been at B-W a few years now and I feel like we are getting an excellent public school education for our kids. The prinicipal seems to manage the school well, but she could be more progressive with curriculum that would truly make this a magnet school and by proactively incorporating emotional and social education into the classroom, the playground, and the lunch area. The school should do better in these areas. Right now they are getting by quite well because of the daily effort teachers make and because of an amazing group of dedicated families in the Foundation and PTA. I'd like to see the principal step outside of the box and push this school to measure up to its 'distinguished' status. The parents expect this type of leadership and effort, and certainly our kids deserve it.
—Submitted by a parent
My daughter has had 2 fabulous teachers so far: Mrs. Gleaves and Mrs. Glaze. The staff in the office are very helpful and friendly. The librarian is also a great asset to the school. We're looking forward to another great year.
—Submitted by a parent
We are extremelly disappointed with BW. The mainly focus in test taking and standirized testing to the point that has crated anxiety and stress to our kids and hated to go to school. Principal is very uncooperative and does not have a good understanding of students needs. The school is clean and well kept and parents are great!, but it an overall picture it doesn't make up for the manner the school is run.
—Submitted by a parent
We are extremely pleased with BW and have been for a long time! We've been at Benchley from K through 5th now and the quality of education is strong and consistent. Thank you to all the teachers for their hard work and dedication.
—Submitted by a parent
We are very disappointed with Benchley this year. The quality of education seems to vary significantly from each grade and teacher to teacher. Primary focus is standardized tests and social studies and math are lacking. Extracurricular programs are minimal at best. At times its difficult to find staff smiling at lunch time, etc. Parents are exceptional. This school is lucky to have such dedicated parents that make up for shortfalls in instruction. Principal needs to work on trusting and respecting parents input without ridicule.
—Submitted by a parent
My daughter is a kindergartner in Ms. Sward's class. Ms. Sward is great. She has been a BW K teacher for 15+ years, which normally would give rise to burn-out concerns, but those were dissipated the first weekend of school when she attended a Saturday birthday party on her own time. The administration and office personnel were very prompt, courteous and helpful. Nurse Madonna is great (active daughter + PE = bandaids). There is a large and active group of parents that volunteer their time and talents to make the school a better place.
—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.
91 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
91 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.
92 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
93 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.
68 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
69 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.
86 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
86 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
86 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 | 92% |
| Females | 90% |
| Males | 95% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 93% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 93% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | 83% |
| Fluent-English proficient and English only | 94% |
| 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) | 90% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | 83% |
| Males | 90% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | 83% |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 96% |
| 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
| All Students | 86% |
| Females | 85% |
| Males | 86% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 91% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 90% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | n/a |
| All Students | 96% |
| Females | 95% |
| Males | 96% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 96% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | 91% |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 97% |
| English learner | n/a |
| Fluent-English proficient and English only | 97% |
| 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) | 93% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 100% |
| 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
| All Students | 87% |
| Females | 89% |
| Males | 85% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 89% |
| Males | 76% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 80% |
| 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
| All Students | 91% |
| Females | 98% |
| Males | 83% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 97% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| 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) | 89% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 88% |
| Males | 86% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 89% |
| Males | 88% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| 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) | 93% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 96% |
| 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
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All students
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White (not Hispanic)
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Non-economically disadvantaged
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Fluent-English proficient and English only
Gifted and talented
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 58% | 28% | ||
| Hispanic or Latino | 22% | 49% | ||
| Asian | 9% | 8% | ||
| African American | 8% | 7% | ||
| Filipino | 2% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 1% | 1% | ||
| Multiple or No Response | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 11% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 22% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 59% | 85% | ||
| Vietnamese | 13% | 2% | ||
| All other non-English languages | 9% | 1% | ||
| Japanese | 7% | 0% | ||
| Russian | 4% | 0% | ||
| Arabic | 2% | 1% | ||
| Cantonese | 2% | 2% | ||
| Mandarin (Putonghua) | 2% | 1% | ||
| Polish | 2% | 0% | ||
| Thai | 2% | 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 | 20 | N/A | 11 |
| Average years teaching | 20 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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Tips for understanding school culture
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TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.
6269 Twin Lake Dr.
San Diego,
CA 92119
Website: Click here
Phone: (619) 463-9271
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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.
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