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GreatSchools Rating

Crown Point Jr Music Academy

Public | K-5 | 265 students

Our school is best known for our rigorous academics and various music programs.
 
 

 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 13 ratings
2013:
Based on 3 ratings
2012:
Based on 4 ratings
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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28 reviews of this school


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Posted October 17, 2014

Unless you actually work at an elementary school and know the hard work that goes on in the beginning of the school year, then please do not post any negative comments. Office staff has only 2 weeks to prepare for the school year. Teachers return a week before school starts, but come in on their vacation time to set up their classrooms!! And not to mention there are only 2 staff members in the office working their butts off to get all the students in class rosters, preparing for the Back to School event, making sure the school is nice and neat, and follow up on hundreds of email and district work that comes in over the summer! I know because I'm on the PTO and I see the all the work they have to do to prepare for the opening of a new school year. They are always looking for volunteers to help make each year successful and run a lot smoother. Step up and volunteer! THIS SCHOOL IS THE BEST SCHOOL MY DAUGHTER HAS EVER BEEN AT. GREAT STAFF, GREAT LEADER, GREAT TEACHERS, AND A GREAT STRONG PTO.
—Submitted by a parent


Posted September 4, 2014

UPDATE to my Aug 22 review. I have decided to change my rating of this school to one star due to numerous issues we personally had with the organization and administration upon the start of the school year. In short, assumptions were made about our status (i.e. "we thought you transferred") even though we had filled out all the proper paperwork last spring. Our kids were not assigned a class on Back to School night. We had to fight to get a class assignment, then within the first 3 days of school found it all both class assignments were wrong. Class sizes exceed the state requirements. We have contacted the Quality Assurance office about our concerns. Please note this rating has nothing to do with the teachers our kids have had this year, just the management and administration.
—Submitted by a parent


Posted August 24, 2014

This used to be an amazing little school with dedicated parents and a strong principle but ever since Muriel Bartolini came along there is tension amongst the staff and nearly every family that worked tirelessly for this school has gone elsewhere. We used to have a strong PTO/PTA but with Muriel in charge, parents efforts there are ignored and Muriel really only cares for her own agenda. I moved my daughter to Kate Sessions after being with CPJMA since she was in preschool. Last year my daughter's classroom had many children with extreme behavioral issues and I voiced my concern many times for additional classroom support. Muriel sat with me in face-to-face meetings, told me she would provide the support and never did. Then as an attempt to punish the children misbehaving (I believe it was the negative school environment causing many of the behaviors) my daughter's entire class was banned from end of year field trips. My daughter won awards that year, why should she have missed field trips? I met with Muriel again and she said all the children would absolutely go on the field trips and she agreed with me. But then when the time came to go, our kids missed out. Avoid this school.
—Submitted by a parent


Posted August 24, 2014

If you're someone who expects friendly office staff, a principle with strong leadership skills who is an effective communicator, and a school that supports your child's education and developmental needs, LOOK ELSEWHERE! My daughter has a medical condition which requires her to use the bathroom at least every two hours during the school day. I spoke with the principle and her teachers about the matter, I even received an email response from Mrs. Bartolini herself stating that everyone understood and that my daughter would always be able to use the bathroom as often as she needed. I can't express how many times my child came home from school wet, with stories about how the teachers would flat out tell her no, she couldn't use the bathroom. After speaking with Mrs. Bartolini and being assured that my daughter's medical issues would be swept under the rug, my daughter came home and told me the music teachers told her no she couldn't use the bathroom and stated, "If you needed to go so bad you should have went at recess." My poor child! She came home so many times in tears because no one would let her use the restroom. I feel bad for all of the children at CPJMA, thank god we left!
—Submitted by a parent


Posted August 15, 2014

Crown Point Jr. Music Academy is a wonderful neighborhood school with excellence teachers and parents. There are many great things going on at this school especially this past year with our new principal, Ms. Bartolini. She has done so many amazing things to beautifying the school. We strongly recommend this school to any family that wants their children to have a strong academic and music exposure.
—Submitted by a parent


Posted August 13, 2014

CPJMA is a great school!!! Plus, what other school provides so many after school music and dance programs for FREE. Nothing in this world is ever perfect, but the staff works really hard to do the best they can with what they got. Schools aren't the same as they were before with all the many changes that happen each year and so much funding being taken away from schools. More than ever this next school year is one where teachers, staff, students, and parents need to UNITE. Join their PTO and make a difference!
—Submitted by a parent


Posted August 12, 2014

Love love this school. It went from a school that was going to be closed because of enrollment to a booming music academy. I have had the opportunity to volunteer/substitute here. The parents/staff and administration has been more that helpful. They are always warm and friendly. If you need anything just go to the office and the administration will do what it can to get it for you or help you. Such a wonderful neighborhood school and a music academy too,


Posted July 17, 2014

This past school year has seen CPJMA go from being a super school, to being a below average school. Although we were spoiled by the effectiveness of our previous principal, I think that the community was ready to embrace a new principal who shared our goals for the school. Unfortunately, the present principal does not listen to the parents or the teachers, and doesn't seem to want suggestions or seem to care about this alienation. At the beginning, we thought she was just making mistakes because she was a brand new principal. But as the year went on, things got worse instead of better. She's lost what had become a strong PTA; she doesn't have the support of teachers; students don't seem to bond with her. Hopefully, if she comes back to CPJMA in the fall, her superiors will have helped her with her poor leadership and communication skills. If things remain the same as at the end of the year, this is not a school I would recommend for any new child---enroll in surrounding schools. CPJMA and the current principal are just not a good fit. Let's get the school back to the great school it was! Teachers are the same, parents are the same, just need a new leader.
—Submitted by a parent


Posted June 19, 2014

Crown Point was once amazing.Now, not so much. Our once thriving violin program has gone from having it's own room to being in the auditorium to now sharing with the music class. Kids with IEPs and 504s get ignored and slip through the cracks which will result in lawsuits against the school. The comment below about nursing and library are wrong I will say that.The district deals with nursing and library time not the principal. Many parents are leaving due to the new principal and rules she has implemented. It's very unfortunate that we have lost many great parents because they either left or don't volunteer any more because they don't want to deal with her. How is the violins and music class supposed to go at the same time? It's impossible. Even the teachers can't deal with the principal any more. Some wish they could have taken that early retirement to get away. Thankfully we don't have much longer.
—Submitted by a parent


Posted June 18, 2014

The worse nightmare for a parent with a special needs child. The school does not have the appropriate resources to provide the services outlined in each child's IEP. The classrooms became chaotic and children with special needs began to exhibit behavioral issues. My son has both ADHD and Autism. Upon asking for a review, the school admitted that my child had "fallen through the cracks" and had not received the services he was entitled to. I hired a Special Education Advocate to review my son's case. Over 200 hours of services were missing from the records. He had not received the special education support he needed in the classroom to succeed academically. His evaluation in May (done by school) confirmed it. All we received was an apology from the principal and a promise that "next year, they would do better". She explained that the two Special Education case workers assigned to her school were retiring this year and "unfortunately, they no longer had their heart in it". Like my son, many other children were affected. Unfortunately many have no idea or don't know how to request their children's records. I am hoping this will motivated parents to take action.
—Submitted by a parent


Posted June 2, 2014

Muriel Bartolini is an absolute nightmare and the teachers are intimidated to step forward and families are leaving left and right. The school lacks a physical education program, does not offer a foreign language, does not have an arts program, and the only reason the library is operating is because two dedicated parents run it. One year it was closed completely and for several years we went without a school nurse. Muriel Bartolini moves right in and finds money to touch up the school (mural paintings, new furniture) but doesn't think it's appropriate to actually invest money into the children? They boast this music program but don't provide the very basics. If you're going to seriously consider this school, take a tour and be sure to ask lots of questions about the program. Ask them specifically HOW they integrate the music into the "academics" at this school. Where is the framework? Inquire about the library situation, and what sort of enrichment programs they offer during the day. Don't let the music program sweep you off your feet because if you're working and can't participate twice a week for violin practice with your kids (it's mandatory)... your kid doesn't do it.
—Submitted by a parent


Posted May 10, 2014

As a parent I'm very happy with this school. The teachers are incredible. They care about the kids and hold high expectations. The multiple music programs are amazing and are something most other public schools don't have. I also love the community feel and the friendliness of the other parents and teachers. I would recommend this school to all!
—Submitted by a parent


Posted January 10, 2014

In my short time having my child enrolled I have come to expect nothing but the highest expections for this school. Time and time again I am impressed with the involvement by the principal and the teachers involved, I find not only will my child's teacher make him a better student, but make him a better person for being enrolled.
—Submitted by a parent


Posted October 24, 2013

The test scores and the teachers are great. Even better is school's use of the Orff approach to education and its Suzuki violin program. The school has many great after-school programs including a rock band, choral group, and dance, but for me everything radiates from its Suzuki violin instruction, which for those that choose to participate, occurs during normal school hours. The Suzuki program encourages a high level of parental support that trickles down into everything that goes on at CPJMA from test scores, to homework, to student self-esteem, and school spirit. I love this school and could not imagine sending my children anywhere else.
—Submitted by a parent


Posted October 24, 2013

CPJMA keeps getting better and better. Test scores and academic achievements have soared thanks to the dedicated teachers who have gone above and beyond to teach each student. The music program is outstanding. Staff, teachers and parents have come together to successfully petition for the security of the Suzuki Violin Program. New principal for 2013-14 school year has accomplished much in just a few months.
—Submitted by a parent


Posted October 24, 2013

In just the relatively short period of time that Crown Point Junior Music Academy ("CPJMA") became a music academy and implemented the Suzuki Violin program, CPJMA has grown from 115 children to over 350. CPJMA is now best known for its rigorous academics, increased attendance, bridging the language and cultural gaps, and a unique and innovative music program that has cultivated students who appreciate the visual and performing arts. Noteworthy is that in the span of 5 years CPJMA s API score has rocketed to the top. CPJMA s PTO is active, vibrant and growing. Demographically diverse parents attend PTO meetings. I have seen the academic impact of the program on our own son, who started when he was five (5), and the positive affect on our entire family. Our son has developed self-confidence, self-motivation, maturity and discipline in the manner in which he completes his homework, does his chores, and practices his violin. Crown Point s program has drawn in our extended family as many of them have become involved and engaged in the school s activities and programs. I feel privileged to be part of the CPJMA family.
—Submitted by a parent


Posted October 28, 2012

Take at tour of the school, attend some of it's events, watch a concert put on by the students and teachers, and see why so many families are drawn to the campus. We've since moved but anyone seeking an education enhanced wth music should explore CPJMA.
—Submitted by a parent


Posted September 19, 2012

The teachers at this little school are fantastic. What they have managed to achieve amidst continual (and demoralizing) slashing of funding is exceptional. The school has a happy feeling as you walk through-- big old windows, gardens outside of many of the classrooms, and lots of enthusiasm within. It's noteworthy that the teachers know most of the kids by sight and name. Additionally, the student body is quite ethnically and socioeconomically diverse. I wish the district wasn't constantly threatening to close it for budget reasons, but so far the teachers and parents have managed to keep it going.
—Submitted by a parent


Posted August 3, 2012

While my family is no longer in the Pacific Beach area, my daughter started at this school when they still had a full time preschool program and stayed there for 4 years. I cannot say enough about the teachers and staff and how much they go above and beyond to make sure their students get what they need. I was the President of the PTO, volunteered for the PTA, learned how to play the violin in the Suzuki program along with my daughter, worked at the school, and was so impressed by the community of parents that has supported the school and volunteered for the events that raise money to keep the music programs running. We have a new principal that started last year in 2011 who has come in and done a phenomenal job of supporting all of the teachers, staff, and parents in continuing the music programs and providing the resources to make sure every student is receiving the best education possible. You cannot make a better decision than to send your children to CPJMA where the whole family will be welcomed with open arms. Look at the music programs, test scores, and quality of the staff! Definitely a 10! We will greatly miss being a part of this wonderful school! Jen A.
—Submitted by a parent


Posted April 18, 2012

We have moved out of the state and can no longer attend this school, but I had to let anyone who is interested in this school to go check it out. Almost everyday my 2 children tell me how much they miss their old school. They tell people who ask if they miss San Diego that they really miss Crown Point JMA, and then ask me when my kids ask when they can go back to their old school.
—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

880

Change from
2012 to 2013

+8

API Statewide Rank
(2012)

8 / 10

API Similar Schools Rank (2012)

8 / 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

880

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

+8

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)

8 / 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)

8 / 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.

52 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
76%

2011

 
 
74%

2010

 
 
79%
Math

The state average for Math was 65% in 2013.

52 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
78%

2011

 
 
77%

2010

 
 
64%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

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

38 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
53%

2011

 
 
46%

2010

 
 
43%
Math

The state average for Math was 66% in 2013.

39 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
63%

2011

 
 
78%

2010

 
 
69%
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.

25 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
86%

2011

 
 
76%

2010

 
 
66%
Math

The state average for Math was 72% in 2013.

26 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
81%

2011

 
 
90%

2010

 
 
94%
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.

41 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
68%

2011

 
 
65%

2010

 
 
69%
Math

The state average for Math was 65% in 2013.

42 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
78%

2011

 
 
73%

2010

 
 
75%
Science

The state average for Science was 57% in 2013.

41 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
64%

2011

 
 
73%

2010

 
 
64%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

All Students61%
Females62%
Males61%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged53%
Not economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability61%
English learner41%
Fluent-English proficient and English only71%
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)50%
Parent education - college graduaten/a
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Math

All Students54%
Females55%
Males52%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged47%
Not economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability55%
English learner41%
Fluent-English proficient and English only60%
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)57%
Parent education - college graduaten/a
Parent education - graduate school/post graduate92%
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 Students71%
Females82%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged65%
Not economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability77%
English learner47%
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate67%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students95%
Females95%
Males94%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino92%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged92%
Not economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability94%
English learner88%
Fluent-English proficient and English only100%
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)n/a
Parent education - college graduate92%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

All Students80%
Females78%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged72%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students96%
Females94%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino94%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged100%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only100%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
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 Students78%
Females77%
Males80%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged73%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability78%
English learner64%
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduaten/a
Parent education - high school graduate55%
Parent education - some college (includes AA degree)92%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students86%
Females88%
Males81%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino92%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged82%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability85%
English learner82%
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate64%
Parent education - some college (includes AA degree)92%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students83%
Females81%
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)n/a
Economically disadvantaged79%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability83%
English learner73%
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate82%
Parent education - some college (includes AA degree)92%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school
Hispanic 53%
White 32%
Two or more races 5%
Asian 4%
Black 4%
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 65%N/AN/A
English language learners 28%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

Special staff resources available to students Instructional aide(s)/coach(es)
Librarian/media specialist(s)
Music teacher(s)
Nurse(s)
Speech and language therapist(s)
Teacher aid/assistant teacher
Foreign languages spoken by school staff Spanish
Read more about programs at this school
Source: Provided by school officials and community members.

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Special education / special needs

Level of special education programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Staff resources available to students
  • Speech and language therapist(s)

Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab

Arts & music

Specific academic themes or areas of focus
  • Music
Staff resources available to students
  • Music teacher(s)
School facilities
  • Music room
  • Performance stage
Music
  • Band
  • Choir / Chorus
  • Instrumental music lessons
  • Rock band
  • Theory
Performing and written arts
  • Dance
Clubs
  • Dance club

Language learning

Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Staff resources available to students
  • Speech and language therapist(s)
Foreign languages spoken by staff
  • Spanish

Health & athletics

Staff resources available to students
  • Instructional aide(s)/coach(es)
  • Nurse(s)
School facilities
  • Access to sports fields
  • Kitchen
  • Multi-purpose room ("cafegymatorium")

Gifted & talented

Instructional and/or curriculum models used
  • Gifted / high performing
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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School basics

School start time
  • 7:40 am
School end time
  • 2:10 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
  • Muriel Bartolini
Best ways for parents to contact the school
  • Email
  • Phone
Age at which early childhood or Pre-K program begins
  • 2 years old
Is there an application process?
  • Yes
Fax number
  • (858) 274-5165

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Gifted / high performing
  • Standards-based
Specific academic themes or areas of focus

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

Don't understand these terms?
  • No
Level of special education programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Foreign languages taught
  • None
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students

Resources

Staff resources available to students
  • Instructional aide(s)/coach(es)
  • Librarian/media specialist(s)
  • Music teacher(s)
  • Nurse(s)
  • Speech and language therapist(s)
  • Teacher aid/assistant teacher
Foreign languages spoken by staff
  • Spanish
Extra learning resources offered
  • Counseling
  • Title I Schoolwide program (SWP)
Transportation options
  • School shares bus/van with other schools
School facilities
  • Access to sports fields
  • Auditorium
  • Cafeteria
  • Computer lab
  • Internet access
  • Kitchen
  • Library
  • Multi-purpose room ("cafegymatorium")
  • Music room
  • Parent center
  • Performance stage
  • Playground
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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by verifying community responses, adding program highlights
and more! Get started »

Sports

Boys sports
  • Basketball
  • Golf
Girls sports
  • Basketball
  • Golf

Arts & music

Music
  • Band
  • Choir / Chorus
  • Instrumental music lessons
  • Rock band
  • Theory
Performing arts
  • Dance

Student clubs

Clubs (distinct from courses)
  • Dance club
  • Girl scouts
  • Recorder Club
  • Rock band
Note: Data provided by school administrators and community.
School leaders, update and verify 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
  • Join PTO/PTA
  • Organize fundraising events (school auction, bake sales, etc.)
  • Present special topics during curricular units
  • Serve on school improvement team or governance council
  • Tutor
  • Volunteer in the classroom
  • Volunteer time after school
More from this school
  • Crown Point Junior Music Academy’s unique and innovative Suzuki violin program facilitates the coming together of child, family and teacher to create a vibrant triangle of success. - Crown Point Junior Music Academy is a demographically diverse and cohesive school community that is closing the achievement gap. - Crown Point Junior Music Academy cultivates students who appreciate the visual and performing arts while providing a motivating and rigorous academic environment.
Note: Data provided by school administrators and community.
School leaders, update and verify 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
 

What are your chances?


10 out of 10students were accepted for the 2012-2013 school year.


Students accepted for the 2012-2013 school year
83
Applications received for the 2012-2013 school year
83

Planning ahead

Students typically attend these schools after graduating
Pacific Beach Middle School
Notice an inaccuracy? Let us know!

4033 Ingraham Street
San Diego, CA 92109
Website: Click here
Phone: (858) 273-9830

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