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Teacher quality
Principal leadership
Parent involvement
My son was viciously beaten by another student at this school. My son was an advanced placement student, excelling in everything... until he was targeted. He began to fail after his first beating, and removed himself from school activities because he didn't want to fight his way through them. After the second beating, the school administration rallied around the offender, and we were forced to remove my son from this school. By the miracle of the internet, we have found that the offender is beating other children, and failing in his studies.. KEEP YOUR CHILDREN AWAY FROM THIS SCHOOL. THE ADMINISTRATION DOES NOT CARE ABOUT THEM.
—Submitted by a parent
My son really likes this school. The teachers are very supportive and office staffs are so nice and helpful. The leadership of the Principal is great.
—Submitted by a parent
We requested for my son to this school. We went to their orientations, cats camp, etc...everything sounded excellent! WRONG!!! This school is over rated! My son has always been an excellent student, always staying on task, and well informed of all the school work. Since being at this school, its been nothing but problems. First, on the 2nd wk of school, he forgets his PE uniform. We take it to him, and bc it's an "inconvenient" to those in the office, they get punished by doing lunch clean up. We called to speak with the Principal, and she doesnt even know the rules on that. 3rd wk of school, his first time getting cafeteria food, he steps ON a red line, and he was again, put on lunch clean up! This is the final straw for me. My son got his first lunch detention, along with a few other students for not turning in their assignments on time. They didn't know the due date bc their teacher never told them, and the teachers response was, "you should've checked the website!" This school relies highly on computers to get anything done. They don't send home outlines for homeworks or projects, and everything is "online" or in their planner. GO TO WAGENHEIM, DO NOT GO TO CHALLENGER!
—Submitted by a parent
Our experience with the teachers have been frustrating along with school staff. My child had issue with bullying and was seemed to be tolerated by school officials. When obtaining progress of your child from the teachers, we didn't get a response or was told to remind them to check on the childs progress. There is lacking of responsibility or care for the students. The school's quality has changed since prior principal, Mr. Wong has left. We sent our child there as we heard great things from parents and teachers. VERY disappointed in this school.
—Submitted by a parent
This school is awesome! The principal is a great disclipinarian (which is what middle schoolers need). The entire staff is awesome, they really seem to care about getting all the kids to the next level, there is a lot of after school support for those that need it A very positive learning environment whether your kid is a brainiac or is struglling to stay at grade level. I had both types go thru this school, my seminar daughter ended up at UCSD and still wants to come back and say Hi to the teachers that made a big impact. My 7th grader struggles and there is a lot of support to keep he on track.
—Submitted by a parent
School is above average, definitely not exceptional though. Students have opportunities, such as class trips, but have to seek out the experiences to enhance classroom learning (parents have to pay for these extras though). Some good teachers, many mediocre teachers.
—Submitted by a parent
This school is great it has great discipline and the teachers are great and trust me i go to that school.
—Submitted by a student
The school is fantastic and the academics are great ! They have a wonderful transportation program that lets my daughter from far away go up there. Best teacher: Martinez,Baird,Belknap,Truxton,Cummins, Shenkal,Deleon. And many many more .
—Submitted by a parent
I have 2 children currently attending CMS. We love the school. We do have the same issues though with sporting programs. Coming from a state where there are huge sporting programs starting in 7th grade its discouraging that this is not something they focus on in California. They need to feel as if they are part of the school spirit but there is no school spirit because they have no reason to have any. No sporting leagues, no pep rallies, no anything that is encouraging to them. They go to school, they come home. Where is the building programs to bridge the two. In the middle schools from our previous areas we had basketball, softball/baseball, football, track and field, soccer, and cheeleading to name a few. The staff is awesome though and we are thankful for their help and guidance in the educational field. They just need sports.
—Submitted by a parent
I guess I could say it lives up to its name. So there. :]
—Submitted by a former student
I had one son go to Challenger. It's a newer school and was well run. Academically improving, it already has some of the best standardized test scores in san diego county. Located in a better part of mira Mesa, this is a good choice for your Child.
—Submitted by a parent
I guess public school is public school, but even so we had hoped for more from Challenger.
—Submitted by a parent
The quality of this school has declined somewhat, with the loss of long time principal Sam Wong to the county school system, and with the passage of 'No Child Left Behind' so now several busloads of children from other areas arrive each morning full of typically less-well performing kids. There has been a big increase in discipline problems over time....but this is likely happening all over with this busing-in policy.
—Submitted by a parent
We had hoped things would improve with new leadership, but it seems litle has changed, and our children are left out.
—Submitted by a parent
I am not sure about the experiences of others, but this is not a satisfactory placement for disabled children. Challenger staff have little time, training or inclination when it comes to disabled children, and we ended up with very serious problems when all was said and done
—Submitted by a parent
I am on the PTSA at Challenger, have been here for 4 years now, the best thing about Challenger is the teachers. They are absolutely awesome! They have a great seminar program. The only thing the school is lacking in is extracurricular activities, they have little to none.
—Submitted by a parent
Our experience with Challenger was very bad. Bullying issues were not addressed, and they lack any meaningful programs for disabled children. I could tell some of the teachers tried, but were overshadowed by poor leadership. We certainly did not feel our son was safe in school at any time.
—Submitted by a parent
Both my children went to Challenger and it is a wonderful school. I never had a problem wiht any teacher, classowrk, or administration. Everyone was always extremely helpful. There is a homework helpline and website withc the daily assignments. All the teachers are very accesible and cooperative. The school is so clean it looks new. I highly recommend this school. It has an outstanding gifted program and even the mainstream classes are providing a good educational challenge. They are strict on the dress ocde and violence is not tolerated. The only downfall is there are no sports teams but plenty of tutorials. Thank you
—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 59% in 2012.
339 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
338 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 Algebra I was 86% in 2012.
40 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
327 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
291 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 Algebra I was 49% in 2012.
299 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
337 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
33 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
343 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
336 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 | 82% |
| Females | 84% |
| Males | 79% |
| African American | 76% |
| Asian | 85% |
| Filipino | 83% |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | 25% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 73% |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 76% |
| All Students | 78% |
| Females | 76% |
| Males | 79% |
| African American | 65% |
| Asian | 88% |
| Filipino | 83% |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | 35% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 64% |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 65% |
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 | 100% |
| Females | 100% |
| Males | 100% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 100% |
| Students with no reported disability | 100% |
| English learner | n/a |
| Fluent-English proficient and English only | 100% |
| 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) | n/a |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 88% |
| Males | 81% |
| African American | 75% |
| Asian | 86% |
| Filipino | 88% |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 90% |
| Students with disability | 75% |
| Students with no reported disability | 84% |
| English learner | 27% |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 76% |
| Parent education - some college (includes AA degree) | 84% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 84% |
| All Students | 80% |
| Females | 80% |
| Males | 80% |
| African American | 78% |
| Asian | 89% |
| Filipino | 87% |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 84% |
| Students with disability | 47% |
| Students with no reported disability | 81% |
| English learner | 47% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 72% |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 80% |
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 | 53% |
| Females | 58% |
| Males | 47% |
| African American | 36% |
| Asian | 76% |
| Filipino | 59% |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 47% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 60% |
| Students with disability | n/a |
| Students with no reported disability | 53% |
| English learner | 42% |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | 77% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | 51% |
| Parent education - declined to state | 33% |
| All Students | 82% |
| Females | 86% |
| Males | 77% |
| African American | 81% |
| Asian | 86% |
| Filipino | 81% |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | 45% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 76% |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 77% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 97% |
| Females | 91% |
| Males | 100% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 93% |
| Non-economically disadvantaged | 100% |
| Students with no reported disability | 97% |
| Fluent-English proficient and English only | 97% |
| 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) | n/a |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | 72% |
| Males | 74% |
| African American | 59% |
| Asian | 84% |
| Filipino | 76% |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 79% |
| Students with disability | 38% |
| Students with no reported disability | 75% |
| English learner | 20% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | 62% |
| All Students | 89% |
| Females | 88% |
| Males | 90% |
| African American | 87% |
| Asian | 96% |
| Filipino | 84% |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 88% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | 58% |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 94% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | 69% |
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 6
Grade 7
Grade 8
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Filipino | 25% | 3% | ||
| Hispanic or Latino | 23% | 49% | ||
| Asian | 21% | 8% | ||
| White | 21% | 28% | ||
| African American | 9% | 7% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 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 | 49% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 49% | 85% | ||
| Vietnamese | 21% | 2% | ||
| Filipino (Pilipino or Tagalog) | 16% | 1% | ||
| All other non-English languages | 3% | 1% | ||
| Hmong | 2% | 1% | ||
| Japanese | 2% | 0% | ||
| Arabic | 1% | 1% | ||
| Cebuano (Visayan) | 1% | 0% | ||
| German | 1% | 0% | ||
| Korean | 1% | 1% | ||
| Lao | 1% | 0% | ||
| Russian | 1% | 0% | ||
| Somali | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 25 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 18 | N/A | 11 |
| Average years teaching | 18 | 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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10810 Parkdale Avenue
San Diego,
CA 92126
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Phone: (858) 586-7001
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