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GreatSchools Rating

Benchley/Weinberger Elementary School

Public | K-5 | 531 students

Magnet School for interpersonal, global/media and artistic communication.
 
 
Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 4 ratings
2012:
Based on 3 ratings
2011:
Based on 5 ratings
2010:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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26 reviews of this school


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Posted April 9, 2013

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


Posted March 16, 2013

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


Posted February 13, 2013

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.


Posted February 7, 2013

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


Posted June 29, 2012

carolyn hasselbar is the meanest teacher ever!! Mrs. shelley and mrs. weinburger were the best!!!!!!!!
—Submitted by a parent


Posted March 8, 2012

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


Posted January 14, 2012

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


Posted October 15, 2011

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


Posted September 4, 2011

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


Posted August 16, 2011

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


Posted July 25, 2011

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


Posted February 13, 2011

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


Posted June 1, 2010

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


Posted March 12, 2009

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


Posted September 4, 2008

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


Posted August 30, 2008

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


Posted May 23, 2008

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


Posted February 5, 2008

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


Posted January 17, 2008

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


Posted December 11, 2007

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.

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 2012.

This school's
API score

934

Change from
2011 to 2012

+1

API Statewide Rank
(2011)

10 / 10

API Similar Schools Rank (2011)

5 / 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 met all student subgroup API targets for 2012

This school's
API score

934

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
2011 to 2012

+1

Change from 2011 to 2012
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
(2011)

10 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

5 / 10

API Similar Schools Rank (2011)
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 58% in 2012.

91 students were tested at this school in 2012.

2012

 
 
92%

2011

 
 
82%

2010

 
 
72%

2009

 
 
87%
Math

The state average for Math was 64% in 2012.

91 students were tested at this school in 2012.

2012

 
 
86%

2011

 
 
90%

2010

 
 
76%

2009

 
 
82%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 48% in 2012.

92 students were tested at this school in 2012.

2012

 
 
86%

2011

 
 
81%

2010

 
 
79%

2009

 
 
80%
Math

The state average for Math was 69% in 2012.

93 students were tested at this school in 2012.

2012

 
 
96%

2011

 
 
95%

2010

 
 
95%

2009

 
 
96%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 67% in 2012.

68 students were tested at this school in 2012.

2012

 
 
87%

2011

 
 
92%

2010

 
 
84%

2009

 
 
83%
Math

The state average for Math was 71% in 2012.

69 students were tested at this school in 2012.

2012

 
 
83%

2011

 
 
88%

2010

 
 
86%

2009

 
 
83%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 63% in 2012.

86 students were tested at this school in 2012.

2012

 
 
91%

2011

 
 
87%

2010

 
 
85%

2009

 
 
85%
Math

The state average for Math was 65% in 2012.

86 students were tested at this school in 2012.

2012

 
 
87%

2011

 
 
89%

2010

 
 
80%

2009

 
 
92%
Science

The state average for Science was 60% in 2012.

86 students were tested at this school in 2012.

2012

 
 
89%

2011

 
 
88%

2010

 
 
85%

2009

 
 
87%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students92%
Females90%
Males95%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino93%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged93%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability95%
English learner83%
Fluent-English proficient and English only94%
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)90%
Parent education - college graduate94%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a

Math

All Students86%
Females83%
Males90%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino85%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged74%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability87%
English learner83%
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)81%
Parent education - college graduate86%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students86%
Females85%
Males86%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino91%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged90%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented93%
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 graduate85%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a

Math

All Students96%
Females95%
Males96%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino96%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)96%
Economically disadvantaged91%
Non-economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only97%
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)93%
Parent education - college graduate95%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students87%
Females89%
Males85%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged71%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only91%
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)77%
Parent education - college graduate86%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a

Math

All Students83%
Females89%
Males76%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged71%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)69%
Parent education - college graduate90%
Parent education - graduate school/post graduate80%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students91%
Females98%
Males83%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)97%
Economically disadvantaged73%
Non-economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only93%
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 graduate92%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students87%
Females88%
Males86%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)95%
Economically disadvantaged68%
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)85%
Parent education - college graduate83%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a

Science

All Students89%
Females89%
Males88%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)95%
Economically disadvantaged68%
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only90%
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)93%
Parent education - college graduate88%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

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%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 111%N/A24%
Students eligible for free or reduced-price lunch program 222%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

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%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 22N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 20N/A11
Average years teaching 20N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009

Special education / special needs

Level of special education programming offered
  • Moderate - the school consistently offers a full program for particular special education needs

Science, Technology, Engineering, & Math (STEM)

Specific academic themes or areas of focus
  • Technology
School facilities
  • Computer lab
  • Science lab
Clubs
  • Math club

Arts & music

Specific academic themes or areas of focus
  • Visual arts
School facilities
  • Art room
Music
  • Choir / Chorus
Media arts
  • Computer animation
  • Technical design and production
  • Video / Film production
Clubs
  • Art club

Language learning

Level of ESL/ELL programming offered
  • Moderate - the school consistently offers a full program for particular ESL/ELL needs
Languages supported by ESL/ELL programs
  • Spanish

Health & athletics

School facilities
  • Multi-purpose room ("cafegymatorium")
School leaders can update this information here.

School basics

School start time
  • 7:40 am
School end time
  • 2:20 pm
Before school or after school care / program onsite
  • Before school: starts at 6:00 a.m.
  • After school: ends at 6:00 p.m.
School Leader's name
  • Marian Jacobs
Best ways for parents to contact the school
  • Phone
Gender
  • Coed
Fax number
  • (619) 697-8617

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Magnet
Specific academic themes or areas of focus

Don't understand these terms?
  • Technology
  • Visual arts
Bi-lingual or language immersion programs offered

Don't understand these terms?
  • No
Level of special education programming offered
  • Moderate - the school consistently offers a full program for particular special education needs
Foreign languages taught
  • None
Level of ESL/ELL programming offered
  • Moderate - the school consistently offers a full program for particular ESL/ELL needs
Languages supported by ESL/ELL programs
  • Spanish

Resources

Transportation provided for students by the school / district
  • None
School facilities
  • Art room
  • Audiovisual aids
  • Computer lab
  • Internet access
  • Library
  • Multi-purpose room ("cafegymatorium")
  • Parent center
  • Science lab
Partnerships with local resources and organizations
  • Benchley-Weingberger Foundation
  • SDSU Science Department
  • Grossmont College Media
  • Everyone A Reader
  • Del Cerro Manor
School leaders can update this information here.

Arts & music

Music
  • Choir / Chorus
Media arts
  • Computer animation
  • Technical design and production
  • Video / Film production

Student clubs

Clubs (distinct from courses)
  • Art club
  • Math club
  • Spanish Club
  • Student council/government
  • Writers Club
School leaders can update this information here.

Photos

School culture

Dress Code
  • Dress code
Bullying policy
  • This school has a bullying and/or cyber bullying policy in place.
Parent involvement
  • Attend parent nights
  • Chaperone school trips
  • Coach sports teams or extracurricular activities
  • Join PTO/PTA
  • Organize cultural events
  • Organize fundraising events (school auction, bake sales, etc.)
  • Serve on school improvement team or governance council
  • Tutor
  • Volunteer in the classroom
  • Volunteer time after school
School leaders can update this information here.

Apply

 

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.

 
Apply now
Notice an inaccuracy? Let us know!

6269 Twin Lake Dr.
San Diego, CA 92119
Website: Click here
Phone: (619) 463-9271

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