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Teacher quality
Principal leadership
Parent involvement
We moved here from Marvin ( in same district) and are so impressed. My daughter went from not being able to read to almost catching up completely. She gets great help from teachers and aides. No school is perfect, but this is a good place, with good people that care. The teachers help prep my 5th grader and he had such a better middle school experience than my other student that was promoted from Marvin. We are now having our youngest start at Dailard and they offer a kinder camp that will not only help them get used to the way kindergarten is but also introduce them to some of the children.
—Submitted by a parent
We are very pleased with Dailard. Everyone from the staff to the principal make it a wonderful school. Our son is so happy to attend school each day (he's in Kindergarten). We choiced into this school and are so happy with our decision.
—Submitted by a parent
I love this school the teachers are awsome and it's the best school ever, i am now in middle school but the years i had there where awsome. They work hard a try there best i miss Mr.E but the new principal is alright but no one could ever beat Mr.E he sleept on the roof because we ran enough laps at the jog o thon i think every kid should go here GO DOLPHINS!!!!!!!!!!!!!!!Best school ever.Hope you like this school as muchas i did.
Great school, great community. It is all about involvment and this school has it. Good teachers and good principal.
—Submitted by a parent
We have been very pleased with this school over the last 3 years. We now have 2 students attending. Great parent and teacher involvement. The Dads group is fantastic; they support the kids in so many ways. The new principal (Mr. McDade) has done a great job. He is approachable, and friendly - and really seems to know his way around getting things done within the district.
—Submitted by a parent
Dailard is an excellent school. My son has gone K-2 here and will be starting 3rd in Sept. Wonderful Teachers and helpful office staff. Lots of parent envolvment.
—Submitted by a parent
My kids have all attended from K to graduation. I have CHOICEd them in since K and Dailard is so worth the drive. The kids have all super excelled and are testing very very well. All of them are reading 3+ years above grade level. The last principal, Mr Erpelding, was awesome, but I am not too sure about the incoming principal. I'll wait and see, and give him a chance. Overall, great experience academically and socially!
—Submitted by a parent
My daughter is finishing her 1st year (kinder) at Dailard. Overall, we are very happy with the school and principal- his enthusiasm and dedication has a great effect. We really like her teacher too. I agree with another that said the afterschool program is not very good - it is not run by Dailard, it is run by the Y. We had her in it for awhile (part time) then were fortunate to find family to provide care and withdrew after a few months. The coordinators don't engage much and in Sept, they were very disorganized- not comforting to parents of a new kindergartner. Hopefully things will improve with next year's Y program. In the meantime, we look forward to 1st grade as Dailard dolphins! ;)
—Submitted by a parent
My son went from the kid that parents keep their kids away from... to a model student. He is reading above grade level and thriving. I love the teachers and the principal. I recomment this school to anyone who wants to see their child succeed
—Submitted by a parent
I am a parent trying to choice in for next year for third grade. I met with Mr. Erpelding one time and spoke to him on another occasion and I have to say....he is amazing! I have now encountered 4 different principals 3 of them private and none have had the degree of respect, concern and enthusiasm that Mr 'E' has shown to me as a mother of a young child! He seems to know we all love our children and shares our passion of wanting the best for them! What a lucky school! Keep up the good work Mr 'E'! Our children need more school leaders like you!
—Submitted by a parent
We choiced into this school and have been very happy with it. The principle is great, very involved, positive and open to feedback. My son is in K and we love his teacher . The one thing that I have not been happy with is the afterschool care. This was somthing that I didn't really compare at different schools (and I wish I had!!) It is run by the YMCA and the first month I didn't feel comfortable leaving my kindergartener there because it was very disorganized. The organization has improved, but the kids seem bored.... whenever I see them they are either playing on the playground equipment or sitting around or coloring. Most of the time the staff just seem to hang out and watch the kids ( instead of doing activities with them) and some of the YMCA staff don't interact well with the kids.
—Submitted by a parent
We moved to our neighborhood because Dailard was a good school, and amazingly it's even better now. Mr. E. the principal is enthusiastic, innovative, and very motivated to make Dailard the best. He empowers teachers, engages students, and listens to parents. Our children love going to school. They are challenged, involved and happy to be there.
—Submitted by a parent
The Principal at Dailard is the best around, he is always there to help the children and the parents with any problem that arises. He is fair and genuinely concerned about the students and making the school the best it can be.
—Submitted by a parent
To all parents looking for a great school. Dailard Elem. is amazing. The team of staff look at every child as an individual . They develop not only academics but each child as a whole. My child loves school and I have Dailard to thank!!!
—Submitted by a parent
Echoing what many have said here, Dailard is an extraordinary school where the principal, teachers and parents are united in bringing out the best in our kids - academically and as people. When we first started a school search for our kindergartener, we were leaning towards a private education. We're so happy we chose to stay with our neighborhood school. Our daughter is thriving and Dailard is an example of a public school education at its best...if only it were a K-8 school!!
—Submitted by a parent
As a parent of two Dailard students, attending back-to-school night was a real treat. The principal, Mr. E, sets a a great tone. Notwithstanding the fact that Dailard's test scores make it one of the best-performing schools around, Mr. E isn't satisfied to sit on his laurels. If the district doesn't snatch him up for some other assignment, I'm confident that Dailard will continue its steady improvement. Managing the surge in the student population that we've seen in the kindergarten classes will be a challenge.
—Submitted by a parent
I chose Dailard based on the Principal and the teachers and I haven't been disappointed in either. I think he is giving tremendous energy & support to the kids & teachers. My daughter just finished her Kinder year and she is doing great. She is excited to go to school every day.
—Submitted by a parent
Mr. Erpelding, a.k.a. Mr. 'E', is the best thing that has happened to Dailard. In the time that my daughter has attended there, the school has gone through at least three principals, if not more. The other principals did what they could in respect to parent and self involvement, but Mr. 'E' has been a phenom. He, from my perspective, has been the most involved, the most active, and the most dedicated. He is a great leader.
—Submitted by Austin Hubert, a parent
RE: Class size. Dailard has taken great measures to keep class sizes to a manageable number. The teachers have done an excellent job of managing their class sizes. Side note: Guaranteed that Mr. Erpelding will take care of the issue next year if there were any problems from it this year. That's the kind of principal he is---he doesn't want the parents or the staff dissatisfied.
—Submitted by a parent
Good principal = Good school. FANTASTIC principal = FANTASTIC school! Mr. Erpelding is a FANTASTIC principal!
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
97 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
97 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 48% in 2012.
94 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
94 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 67% in 2012.
99 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
100 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
86 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
86 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
86 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 82% |
| Females | 85% |
| Males | 77% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 88% |
| Students with disability | 58% |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 85% |
| Males | 84% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 91% |
| Students with disability | 67% |
| Students with no reported disability | 87% |
| English learner | n/a |
| 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 | n/a |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 71% |
| Females | 63% |
| Males | 80% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | n/a |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 83% |
| Males | 98% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 90% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 91% |
| Parent education - some college (includes AA degree) | 87% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 91% |
| Females | 95% |
| Males | 88% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 91% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| 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) | 83% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 88% |
| Males | 78% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 83% |
| Females | 84% |
| Males | 82% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 76% |
| Males | 86% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 86% |
| Males | 80% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 87% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
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Grade 5
All students
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Male
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Hispanic or Latino
White (not Hispanic)
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Economically disadvantaged
Non-economically disadvantaged
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Gifted and talented
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 62% | 28% | ||
| Hispanic or Latino | 23% | 49% | ||
| African American | 6% | 7% | ||
| Asian | 5% | 8% | ||
| Filipino | 3% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Multiple or No Response | 0% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 10% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 23% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 78% | 85% | ||
| Vietnamese | 8% | 2% | ||
| All other non-English languages | 4% | 1% | ||
| Somali | 4% | 0% | ||
| Arabic | 2% | 1% | ||
| Farsi (Persian) | 2% | 0% | ||
| French | 2% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 21 | 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% |
| Foreign languages spoken by school staff |
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TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.
6425 Cibola Rd.
San Diego,
CA 92120
Website: Click here
Phone: (619) 286-1550
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For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
Please note that it can take up to 48 hours for your comment to be posted to our site. While you're here, we'd like to invite you to fill out a survey on your school's programs, activities, and extracurriculars. It only takes a few minutes and will help parents get a full picture of your school.
Continue to compare the schools you have already selected or Edit schools to change your selection.
Get started now! You have successfully registered and can now start updating your Official School Profile. The information you provide is extremely valuable in helping parents and students learn more about your school, so thanks for taking the time!
Thank you for registering as a school leader. We just need to verify your email address. We've sent you an email - please click on the link in that message to get started editing your school's information!


