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GreatSchools Rating

Benchley/Weinberger Elementary School

Public | K-5 | 531 students

Magnet School for interpersonal, global/media and artistic communication.
 
 

 

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Living in San Diego

Situated in an urban neighborhood. The median home value is $318,500. The average monthly rent for a 2 bedroom apartment is $1,600.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 5 ratings
2013:
Based on 8 ratings
2012:
Based on 2 ratings
2011:
Based on 5 ratings

Teacher quality

Principal leadership

Parent involvement

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34 reviews of this school


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Posted August 15, 2014

We could not be happier with this school. We have had the opposite experience of the parent who wrote in June 2014. Our child needed extra help learning to read and he received it. Ms. Patton, the principal, worked with him personally to build his skills and his confidence. She also helped us to develop a plan with his teacher and arranged for a tutor to help meet his needs. The parent involvement in this school is exceptional and helps to make this school so very special. I feel that all around the expectations are high, but not to achieve high test scores. It seems clear to me that the goal is to foster a love of learning, to provide a rich learning environment and the great test scores are a the result. I also have to say that I see the school going well out of their way to needs of children with special needs, even having a health aid go on the field trips to make sure that children with health needs are not left behind.
—Submitted by a parent


Posted June 1, 2014

Scores aren't everything. If you have a child who's above average, this may be a good fit for your family. However, if you have a child who needs extra guidance, there are too many staff members here who don't want to tolerate with it or "waste" their time. There are a handful of wonderful teachers who are nurturing and encourage a love for learning. However, all-in-all, the school is not well-balanced. Too much time is spent on test pressures, moody staff members, and a lack of tolerance toward children who are outside of the "norm". If a child has a lot of energy, the suggestion of medication is given rather than classroom modifications. Young students have hours of homework every night, get their behavior pins moved down for having to go to the bathroom, are not allowed to drink water throughout the day, and are constantly reprimanded for the silliest of reasons. Children with special needs are excluded from field trips and other school activities. This creates a tense learning atmosphere. It's difficult to imagine putting my child through years of this which is why we are considering leaving the school and so many other nice families have already done so.
—Submitted by a parent


Posted April 17, 2014

This school is amazing! The teachers are fantastic, Mrs. Patton is fabulous, and I think the PTA is very hardworking, and they supervise a lot of school events and fundraisers to help our school and community. The students are, for the most part, friendly and helpful. I love this school!
—Submitted by a parent


Posted March 19, 2014

2/3 of the way through our 2nd year at this school and I'm ready to say we made a good choice sending our son here. I understand he reads better than most kids while math comes easy to him, but his writing is a little behind his peers. Had we NOT sent him to a school with higher standards, or if we as parents were not as involved in his educational journey, this would be more of a concern. But I am encouraged that the extra work we put in with him at home along with the higher expectations of the teachers and the performance of his peers will lead to better results. My wife and I work our butts off to balance work, school and family. I can't imagine how difficult it must be for struggling kids to get the help they need when that combination of factors mentioned above is hard to come by at other schools, in other families, in environments where life brings so many welcome and unwelcome distractions. Is BW a 5 star school?. Maybe. I'd give it 4.5 stars if possible...because I always feel there's room for improvement. It's not perfect. There's no way all 550+ kids/families are going to be completely satisfied. But we feel we gave our little student the best chance to succeed.
—Submitted by a parent


Posted March 10, 2014

There is a good reason this school has a10/10 rating. The teachers are top notch, the principal is amazing and the parents are involved. This school found the formula for success and we are thrilled to have our children attending here.
—Submitted by a parent


Posted November 7, 2013

The principal is amazing (Mrs. Patton) and the teachers are great so far. I have made many friendships with other parents and we are all very involved.
—Submitted by a parent


Posted October 24, 2013

My school is the best and our granddaughter loves it. This silly rating system has a fifteen word minimum requirement to post when five says it all.


Posted September 26, 2013

I love this school!!! I attended this school for all of elementary!!! This is a wonderfuo school to attend!! The teachers are loving && they really do care about your child!!! Your child will never be left out


Posted July 31, 2013

Not what it used to be! As a parent active with the school, the classroom and the PTA - I can tell you that if you disagree with the powers or offend the highly inflated ego - you will be treated poorly. We enjoyed our first 3 yrs, but-this year It was made clear to me not to question authority. For a communication magnet - there is an extreme lack of communication! When questioned why my kid was taken out of "math" and sent to a counselor (without my knowledge), I was told that "school sees things parents don't". Yet they couldn't tell me what they saw - Shouldn't I be informed if there is a problem, the clever response, "we don't need to tell you every little thing". Yes-Exact words! The rest of the response was "the school doesn't have account for the time of each student to the parent" And when I said, "well, why did I choose Benchley, what benefit am I getting" instead of justifying my choice like I wanted, I was told (again exact) "if you feel that way, you shouldn't come back, I think you should find a new school." I know there have been other parents who were told "not come back" and I can assure you none of us are extreme, overly emotional or unreasonable.
—Submitted by a parent


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 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


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

931

Change from
2012 to 2013

-3

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

4 / 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 2013

This school's
API score

931

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

-3

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)

10 / 10

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

4 / 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.

79 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
92%

2011

 
 
82%

2010

 
 
72%
Math

The state average for Math was 65% in 2013.

79 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
86%

2011

 
 
90%

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 46% in 2013.

82 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
86%

2011

 
 
81%

2010

 
 
79%
Math

The state average for Math was 66% in 2013.

82 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
96%

2011

 
 
95%

2010

 
 
95%
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.

93 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
87%

2011

 
 
92%

2010

 
 
84%
Math

The state average for Math was 72% in 2013.

94 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
83%

2011

 
 
88%

2010

 
 
86%
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.

64 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
91%

2011

 
 
87%

2010

 
 
85%
Math

The state average for Math was 65% in 2013.

64 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
87%

2011

 
 
89%

2010

 
 
80%
Science

The state average for Science was 57% in 2013.

64 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
89%

2011

 
 
88%

2010

 
 
85%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

All Students83%
Females79%
Males84%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino86%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged79%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability83%
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 graduaten/a
Parent education - some college (includes AA degree)76%
Parent education - college graduate79%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Math

All Students83%
Females74%
Males91%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino86%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged79%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only85%
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)82%
Parent education - college graduate76%
Parent education - graduate school/post graduate96%
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 Students83%
Females84%
Males81%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged78%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only82%
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)55%
Parent education - college graduate90%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students96%
Females98%
Males92%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino96%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)98%
Economically disadvantaged87%
Non-economically disadvantaged98%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)85%
Parent education - college graduate100%
Parent education - graduate school/post graduate100%
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 Students86%
Females95%
Males79%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino91%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged78%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability88%
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)76%
Parent education - college graduate87%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a

Math

All Students88%
Females81%
Males94%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino88%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged88%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only89%
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)71%
Parent education - college graduate92%
Parent education - graduate school/post graduate97%
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 Students86%
Females91%
Males81%
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)90%
Economically disadvantaged75%
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only92%
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 graduate88%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

Math

All Students86%
Females88%
Males84%
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)93%
Economically disadvantaged75%
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only90%
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)82%
Parent education - college graduate85%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a

Science

All Students89%
Females91%
Males87%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino88%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantaged88%
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only92%
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)82%
Parent education - college graduate85%
Parent education - graduate school/post graduate95%
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
White 57%
Hispanic 24%
Two or more races 7%
Asian 5%
Black 5%
American Indian/Alaska Native 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 23%N/AN/A
English language learners 6%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 5%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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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.

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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
  • Mariclaret Patton
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 options
  • 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.

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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.

Upcoming Events

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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.

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

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