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Teacher quality
Principal leadership
Parent involvement
We pulled our son from this school within 1 month of attending. We were lied to, things were never followed thru on~ it was a terrible experience...
—Submitted by a parent
got 2 kids there and all teachers and people who work there are really commited to help my kids to learn , we feel so blessed to have our kids here
—Submitted by a parent
I think most of the teachers at this school are above average or excellent. I think the principal is too inexperienced. You can't expect parents or staff to support you if you are unable to listen to valid, constructive criticism without getting vindicative. And she can be quite vindictive despite her fake smile. Does anyone else notice that there were an awful lot of 5 star reviews posted on Feb 1, 2011? I wish this school the best.
—Submitted by a parent
I can only speak to the Kindergarten here as my daughter started in September 2011. Her teacher has been there 20 years and she has made the experience wonderful. My daughter has honed her reading, writing, and math skills far above what I would expect of a five year old. I also really like that the stay at home parents are so willing to volunteer in the classroom as both I and my husband have to work - a big thank you to them!! The class is multicultural, with Japanese, Chinese, Russian, Korean, Farsi, and Spanish being spoken by the different children. Being exposed to this many cultures without having to travel is amazing and very educational for the children. I think this is a great school.
—Submitted by a parent
Doyle Elementary has been a wonderful school for both my daughter who graduated three years ago and my son who is graduating from fifth grade this year. We have been at Doyle now since 2005 when my son started in Kindergarten and we're going to miss all the great teachers, staff, Librarian, Mr. Saipe and Ms. Moore! It's an excellent school with dedicated teachers, vice principal and principal. Doyle has a wonderfully diverse population of students. My children have loved getting to know other children from all over the world and learning new cultures. Doyle is also part of the UC Cluster of schools and the parent involvement is fantastic!
—Submitted by a parent
Both of my Children attend Doyle Elementary, we move a lot do to my job. I have to say that is school is one of the best schools in the state. Mrs. Vincent and Mr. Deadrick are wonderful teachers. My daughter Shianne 3rd grade LOVES Mrs. Vincent. My wife and i attend all of the schools events and she works hard with Shianne as we just moved here in January and she and Mrs. Vincent has gone out of her way to help Shianne and we just love her. Mr. Deadrick 5th grade is my son Stephens teacher and my son tells me "he is Cool" and both teachers make learning fun. The office staff are wonderful and so helpful. Stephens and Shianne teachers both helped us with field trips do to me being out of work. This is a GREAT SCHOOL!!!
—Submitted by a parent
We have been very pleased with this school over the last 5 years. We've two children attending this school. From the Principal Mrs.moore to the Vice Principal Mr.Saipe to the teachers and supporting staff , this school is very dedicated toward educating its Students. In addition, the parent participation is outstanding as well. It is truly a safe and wonderful environment with a lot of spirited and great teachers.
—Submitted by a parent
Doyle Elementary is a school that feels like a true extended family. This school has a wonderful Principal Mrs. Moore and a Dedicated, Enthusiastic, Innovative, Very Motivated and Caring Vice Principal Mr.Saipe. His Enthusiasm and Dedication has a Great effect On all Students, teachers And staff as well.But also an amazingly dedicated Parent body And Volunteers who will go out of their way to help the school in any way possible. Many of these parents manage to find the time and energy to help, despite their jobs and other commitments.
—Submitted by a parent
My daughter is finishing her 5th grade at Doyle Elementary School. Overall, we are very happy with the school principal and Vice Principal there enthusiasm and dedication has a great effect on us to be part of a beter school. We really like her teachers too. I agree with another parent that said the school has a very good program and up to date renovated class room and teaching equipments.
—Submitted by a parent
We love this school. The teachers are awsome and we consider it to be the best school ever for us, Our Son now in middle school. But this year we came back to Doyle again for our daughter in kindergarten. The teacheres, staff, vice principal and principal work always closely as a team with all students and they are too involved in every aspect to keep all students on track...
—Submitted by a parent
I Agree Doyle Elementary Is a Great school in a great community. It is all about involvements and dedication. This school has it all. Good teachers, good supporting staff, and good management team. The school has a very good program and up to date renovated classrooms, and teaching equipments. Way To Go Dolphins. :-)
—Submitted by a parent
I'm a Grandma involved in my grandchildren's lives and there education journey so I'm often at Doyle Elementary School. Staff, Teachers,and Volunteers doing an excellant job. This has to be one of the best Elementary Schools in San Diego.
—Submitted by a parent
I am a parent of a 4 th grader. This year has been better than last. The classes are quite crowded and my daugher's enthusiastic teacher has been taxed but resilient. My major concern is the parking lot and circular drive which is a dangerous area when school lets out, especially when a school bus insists on plowing through. The children and families are poorly supervised upon exit and this is a disaster waiting to happen. The small school was not designed for buses. The teacher to student ratio is excessive. While on the other hand, the education is good, the teachers attentive and the student body quite ethnically diverse although there are few African American families.
—Submitted by a parent
A satisfactory school if your child is lucky enough to get one of the good teachers. New management is not responsive to many parents concerns. No room for any different styles of learning. Large school with great diversity but because of the transient population (lots of student parents) not much parental involvement. Like a lot of schools these days Doyle is more concerned with test scores so the focus is on getting the children to pass tests and not on educating them.
—Submitted by a parent
I used to perceive the Doyle teachers and staff as kind people doing fairly well within a somewhat flawed system, but I have lost sympathy with them over the years as they slowly kill my son's love of learning. If your child precisely fits their mold, he/she will do well, but if your child has any personality or cultural differences such that some creativity or personal attention is required in order for your child to thrive, good luck. Most of the teachers at Doyle seem to have a very limited repertoire of teaching skills, and the support/supervision they receive is inadequate.
—Submitted by a parent
DOYLE ELEMENTARY SCHOOL HAS PROVED TO BE JUST AS FINE, OR EVEN BETTER THAN A "BLUE RIBBON" SCHOOL " MY DAUGHTER ATTENDED IN THE LOS ANGELES AREA. THE PRINCIPAL AND ASSISTANT PRINCIPAL ARE EXCELLENT, THE TEACHERS AMAZING, AND THE OFFICE STAFF A PLEASURE TO DEAL WITH. MOST IMPORTANTLY MY DAUGHTER DID EXTRAORDINARILY WELL IN HER SCHOLASTIC WORK AND COMES OUT OF SCHOOL EVERY DAY WITH A GREAT BIG SMILE.......KUDOS TO DOYLE ELEMENTARY, AND A SPECIAL THANKS!!!!!
—Submitted by a parent
PROS: The location, demographics, and parents are all terrific. There is a lot of communication, friendships, and support outside of the school too. There are many superstars amongst the teaching staff and administration. CONS: 'Under new management.' For 2009/2010 the school has changed its top level management. The school leadership is squirrely and unpredictable. I think Doyle is more of a gamble than other nearby schools, particularly if you're choicing.
—Submitted by a parent
This was a great school.. Key word being WAS. New administration is running this school into the ground. Seems to be very inexperienced and it shows through choices being made.
—Submitted by a parent
Doyle is an excellent school. There is a very diverse population of students from all around the Globe. Activities such as the International Festival promotes tolerance and understanding of different cultures and ethnicities which is an integral part of education. My child is in 4th grade and since we first enrolled in 1st grade, our interactions with the teachers and faculty have been superb. We have seen a change in Administration, but feel it is a positive change. Our new Vice Principal has done an outstanding job so far in this school year with promoting traffic safety, interacting with the students & parents, hosting monthly coffees, revamping the school website and hosting webinars. And this is only his 1st year here! Creating a wholesome educational experience is the responsibility of - not only the school - but the entire community including parents. I strongly feel that Doyle is an EXCELLENT school!
—Submitted by a parent
We are new to Doyle this year and feel confident in the teachers and administration. The International Festival was a great event celebrating the wonderful diversity at the school. This is an excellent 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.
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.
140 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
140 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.
115 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
116 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.
101 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
101 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.
70 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
70 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
70 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 | 80% |
| Females | 86% |
| Males | 74% |
| African American | n/a |
| Asian | 86% |
| 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) | 78% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | 75% |
| Fluent-English proficient and English only | 83% |
| 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) | 55% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 88% |
| Females | 88% |
| Males | 87% |
| African American | n/a |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | 83% |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 97% |
| 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 | 64% |
| Females | 77% |
| Males | 54% |
| African American | n/a |
| Asian | 64% |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | 31% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 72% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 62% |
| Parent education - declined to state | 64% |
| All Students | 87% |
| Females | 88% |
| Males | 86% |
| African American | n/a |
| Asian | 89% |
| Filipino | n/a |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 84% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | 77% |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | 75% |
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 | 81% |
| Females | 76% |
| Males | 87% |
| African American | n/a |
| Asian | 73% |
| Filipino | n/a |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | 40% |
| Fluent-English proficient and English only | 95% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 76% |
| Males | 79% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | 65% |
| Fluent-English proficient and English only | 81% |
| 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) | 47% |
| Parent education - college graduate | 82% |
| 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
| All Students | 89% |
| Females | 92% |
| Males | 85% |
| African American | n/a |
| Asian | 75% |
| Filipino | n/a |
| Hispanic or Latino | 91% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 96% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 95% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| 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 | 77% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 74% |
| Males | 77% |
| African American | n/a |
| Asian | 75% |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| 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 | 73% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | 72% |
| Males | 74% |
| African American | n/a |
| Asian | 69% |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| 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) | n/a |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 78% |
| 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
Grade 4
Grade 5
All students
Female
Male
All students
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
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 | ||
|---|---|---|---|---|
| Asian | 39% | 11% | ||
| White | 28% | 27% | ||
| Hispanic | 21% | 51% | ||
| Two or more races | 10% | 3% | ||
| Black | 1% | 7% | ||
| American Indian/Alaska Native | 0% | 1% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 55% | N/A | 54% |
| English language learners 2 | 34% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 22% | 85% | ||
| Korean | 18% | 1% | ||
| Japanese | 17% | 0% | ||
| All other non-English languages | 8% | 1% | ||
| Mandarin (Putonghua) | 8% | 1% | ||
| Hebrew | 4% | 0% | ||
| Farsi (Persian) | 3% | 0% | ||
| French | 3% | 0% | ||
| Russian | 3% | 0% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Arabic | 1% | 1% | ||
| Dutch | 1% | 0% | ||
| German | 1% | 0% | ||
| Hindi | 1% | 0% | ||
| Hmong | 1% | 1% | ||
| Portuguese | 1% | 0% | ||
| Rumanian | 1% | 0% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 1% | 0% | ||
| Somali | 1% | 0% | ||
| Thai | 1% | 0% | ||
| Urdu | 1% | 0% | ||
| Vietnamese | 1% | 2% | ||
| Cantonese | 0% | 2% | ||
| Gujarati | 0% | 0% | ||
| Khmer (Cambodian) | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 19 | N/A | 11 |
| Average years teaching | 19 | 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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Tips for understanding school culture
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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.
3950 Berino Ct.
San Diego,
CA 92122
Website: Click here
Phone: (858) 455-6230
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San Diego, CA
Whitman Elementary School
San Diego, CA
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