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GreatSchools Rating

Florence Elementary School

Public | K-5 | 318 students

Our campus has virtually every wall adorned with colorful and welcoming artwork.
 
 

 

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Living in San Diego

Situated in an urban neighborhood. The median home value is $390,000. The average monthly rent for a 2 bedroom apartment is $1,260.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 4 ratings
2012:
Based on 1 rating
2011:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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27 reviews of this school


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Posted April 11, 2014

Florence is an amazing elementary school with a community feel. Students feel as if they are part of a big family and are motivated to learn. My grandson is excited to go to school every day! He is in Transitional Kindergarten and is reading, writing, adding and subtracting! I am so impressed with the quality of teaching at this school.


Posted August 21, 2013

I will immediately give this school 5 stars. I grew up in that school. The teachers love you and treat you like their own. Ms.Mackenzie was like my family. She was my 1-2nd grade teacher. I am now in 8th grade and we mail each other, go to the zoo together, I know her husband and cats like they are my family. I hated leaving that school it's like a home, every kid loves learning here. Ms. Fox, Ms. Murphy, Ms. Miller, and Ms. Mackenzie are astonishing teachers. I love them so much I always love visiting that school over and over. -A proud former student I had an amazing time there


Posted May 14, 2013

The Majority of the school staff are very RUDE in the front office. The do not make you feel welcomed and treat you with little respect. I have not seen a lot of parent involvement with this School as they make comments about keeping the attendance numbers up to get better funding etc. The principal is LAZY and very unprofessional. The teacher my child has right now has poor communication skills with returning calls or emails when I have inquired updates regarding my child. The Prime Time Staff is great and are very professional and approachable and treat you with respect. The school staff should treat all of the parents good as our children attending their school pays their bills and keeps lots of food on the table for them. I only gave them 1 STAR as their was not a button for Negative Star! Oh and to boot the location is terrible located in the middle of a industrial area. Their is a Smog shop across the street and all Commercial Properties surrounding this school. I'm not sure how they even have lasted this long with the lack of service and bad attitude. Yes I'm a very disgruntled parent and look forward to move my child to a different school that is a better fit!
—Submitted by a parent


Posted May 9, 2013

What stand out for this school is the prime time. Ms. Trei is wonderful, and her yourng team works very hard. The kids never get board because there are so many activities after school (in prime time). Teachers are great too. I am not sure why this school rated so low.
—Submitted by a parent


Posted February 13, 2013

Teachers are wonderful here. Ms. Mckenzie, Mrs Holcomb and Mrs.Miller are fantastic and really love the kids and school. Makes a big difference
—Submitted by a parent


Posted August 24, 2012

I am a single father and when it came time to enroll my preschooler I was scared, nervous and very naive. The ladies at Florence,( especially Mrs. Estill the principle) were so educational and supportive. My son is now going to the 6th grade and has graduated out of Florence. I am grateful to have had my son surrounded by the dedicated educators for 7 years.
—Submitted by a parent


Posted August 11, 2011

My daughter attended this school in K and 1st grade, and struggled throughout. I think the teachers are good, and doing the best they can under the circumstances, but its evident that they are stressed and need some help. They also don't seem to have much room for individual teaching styles or creativity. There is a substantial amount of homework every night, and not much of it is very engaging, it was a 1-2 hour struggle to get through homework every night. For 1st grade, this is too much. It wore my daughter out and made her dread school. Its clear that the goal is to do well on testing. Parents are not very involved at this school, and there is no PTA to speak of. No extracurricular or after school programs that I'm aware of either. We changed schools for 2nd grade and the positive transformation with my daughters learning was amazing and immediate. I hope that SD Unified solves it budget issues so that schools, and teachers and students, can get the support they need. I think Florence has a lot of potential for improvement.
—Submitted by a parent


Posted May 4, 2011

The administration in this school is terrible. Communication between the school and parents are bad, and then they are blaming the parents, of course. I would make English language necessary to work for a school. Seriously how do you get a job in this country without knowing its language? Anyway, if you speak Spanish, it's a good school, but if you don't there will be a lot of miss communication...
—Submitted by a parent


Posted August 4, 2010

My child's teacher (Ms. Fox) did a great job (Kindergarten). My child learned so much during this year, it is amazing! The teachers are great, easy to communicate, however I'm disappointed with the Principle not trying to solve basic problems, like parking, or there is no crosswalk of front of the school, no sign or paint that there is a school, so cars are "flying" on that street, it is very dangerous. I thought it is mandatory to have the right signs and paint where there is a school.
—Submitted by a parent


Posted April 23, 2010

The teachers are outstanding ,doing thier best in a district thats been hammered by budget cuts.My daughter loves going to school everyday and she loves it because the teachers care.
—Submitted by a parent


Posted April 14, 2010

The sense of community that the school creates and expresses through its attention to the arts and understanding of cultural and social diversity is inspiring to me as a humane educator and community arts graduate student.


Posted December 29, 2009

We have had our daughter in this school since kinder. I fought very hard to get her into this school because it had such a great reputation. Now in the 1st grade (with a great teacher Ms. Mackenzie) & using a dual grade teaching program (1st & 2nd grades together) we have been plucked from this teacher midyear and without any involvement with the affected parents. I am very disappointed in the lack of parent acknowledgment with the school and do not feel the principle is using the student needs and attributes to the best of their ability. Needless to say we are currently looking for a new school.
—Submitted by a parent


Posted June 3, 2009

This is a great school. I have a soon-to-be first grader and had a wonderful experience with kindergarten. His teacher is really positive, easy to communicate with, and has high expectations. We're really happy with Florence!
—Submitted by a parent


Posted August 24, 2007

We love this little neighborhood school. It has a nice family atmosphere and Ms. Estill is dedicated to giving our kids every opportunity to be their best. We appreciate the cultural wealth and diversity of the students and faculty and all of the friends we have made there. What a blessing!
—Submitted by a parent


Posted August 24, 2007

Testing is one standardized measure of a school's success. Testing prep is a large part of the school year. However, there are many enrichment opportunities offered as well. Given the fact that it is an urban school, with all the related issues, it's a great little school. People who have left are bringing their kids back and acknowledging the 'mistake' of leaving.
—Submitted by a parent


Posted August 24, 2007

This is an excellent little school! Yes they do spend a lot of time trying to teach the standards. Yes, there is lots of homework. It is in process of becoming an IBO school. Children are treated as individuals. The principal is caring and does a great job. She has clearly stated standards and asks they be respected. I don't think this is 'authoritarian' as another reviewer put it.
—Submitted by a parent


Posted February 20, 2007

Excellent little school. Moving against many odds, such as low parent involvement due to the fact that many parents work multiple jobs and are not native English speakers, the school has risen to a level of excellence. In 2006 won a Title I achievement award. The newly formed Foundation is making great efforts to bring parent involvement to the forefront with programming support.
—Submitted by a parent


Posted October 6, 2006

Under Principal Estill, the school is run in an authoritarian manner. Expect hours of homework (per night) in lower elementary grades, punishment for minor 'infractions,' and a constant push for better test scores at the expense of broader kinds of learning.
—Submitted by a parent


Posted June 16, 2006

After several years at Florence, I would warn off all parents. The principle, Ms. Estelle, comes across polite and friendly. Her teachers, are anything but. I have found each to be authoritarian, and sorely lacking in warmth. They actively and subtly discourage parents from participating. I hardly ever saw another parent.
—Submitted by a parent


Posted May 24, 2006

I have had a mixed experience with the Florence Child Developmen Center (Pre-K). Some teachers I like, they seem patient and good with the kids, others much less so.
—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

832

Change from
2012 to 2013

-27

API Statewide Rank
(2012)

7 / 10

API Similar Schools Rank (2012)

9 / 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

832

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

-27

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)

7 / 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)

9 / 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.

43 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
66%

2011

 
 
78%

2010

 
 
71%
Math

The state average for Math was 65% in 2013.

42 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
60%

2011

 
 
74%

2010

 
 
79%
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.

54 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
69%

2011

 
 
50%

2010

 
 
38%
Math

The state average for Math was 66% in 2013.

52 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
86%

2011

 
 
86%

2010

 
 
79%
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.

40 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
78%

2011

 
 
68%

2010

 
 
64%
Math

The state average for Math was 72% in 2013.

41 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
64%

2011

 
 
74%

2010

 
 
80%
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.

33 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
59%

2011

 
 
63%

2010

 
 
84%
Math

The state average for Math was 65% in 2013.

34 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
59%

2011

 
 
73%

2010

 
 
90%
Science

The state average for Science was 57% in 2013.

36 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
62%

2011

 
 
65%

2010

 
 
87%
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 Students60%
Females68%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged52%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability67%
English learner65%
Fluent-English proficient and English only55%
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)67%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students74%
Females77%
Males70%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino72%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged70%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability81%
English learner75%
Fluent-English proficient and English only73%
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)83%
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 Students35%
Females31%
Males39%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged29%
Non-economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability37%
English learner14%
Fluent-English proficient and English only48%
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)35%
Parent education - college graduate42%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students65%
Females52%
Males78%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged56%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability65%
English learner55%
Fluent-English proficient and English only72%
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)60%
Parent education - college graduate82%
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 Students71%
Females80%
Males53%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged63%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)67%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students68%
Females69%
Males67%
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 disadvantaged57%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)58%
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 Students66%
Females65%
Males69%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged62%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented64%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)67%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students76%
Females76%
Males76%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged70%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)75%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students66%
Females67%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged66%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talented73%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)69%
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 64%
White 14%
Two or more races 11%
Black 8%
Asian 2%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 73%N/AN/A
English language learners 38%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 ELL/ESL Coordinator
School psychologist
Special education coordinator
Speech and language therapist(s)
Foreign languages spoken by school staff Spanish
Read more about programs at this school
Source: Provided by a school official.

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Special education / special needs

Level of special education programming offered
  • Moderate - the school consistently offers a full program for particular special education needs
Staff resources available to students
  • Special education coordinator
  • Speech and language therapist(s)

Arts & music

Visual arts
  • Sculpture
Music
  • Band
  • Choir / Chorus
  • Orchestra

Language learning

Bi-lingual or language immersion programs offered
  • Spanish
Foreign languages taught
  • Spanish
Level of ESL/ELL programming offered
  • Moderate - the school consistently offers a full program for particular ESL/ELL needs
Languages supported by ESL/ELL programs
  • Spanish
Staff resources available to students
  • ELL/ESL Coordinator
  • Speech and language therapist(s)
Foreign languages spoken by staff
  • Spanish

Health & athletics

Staff resources available to students
  • School psychologist
School facilities
  • Multi-purpose room ("cafegymatorium")

Gifted & talented

Instructional and/or curriculum models used
  • Gifted / high performing
Extra learning resources offered
  • Acceleration
School leaders can update this information here.

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School basics

School start time
  • 8:50 am
School end time
  • 3:35 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
  • Mary Estill
Best ways for parents to contact the school
  • Phone
Gender
  • Coed
Is there an application process?
  • No
Fax number
  • (619) 725-4028

Programs

Instructional and/or curriculum models used

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

Don't understand these terms?
  • None
Bi-lingual or language immersion programs offered

Don't understand these terms?
  • Spanish
Level of special education programming offered
  • Moderate - the school consistently offers a full program for particular special education needs
Foreign languages taught
  • Spanish
Level of ESL/ELL programming offered
  • Moderate - the school consistently offers a full program for particular ESL/ELL needs
Languages supported by ESL/ELL programs
  • Spanish

Resources

Staff resources available to students
  • ELL/ESL Coordinator
  • School psychologist
  • Special education coordinator
  • Speech and language therapist(s)
Foreign languages spoken by staff
  • Spanish
Extra learning resources offered
  • Acceleration
  • Counseling
  • Title I Schoolwide program (SWP)
Transportation options
  • School shares bus/van with other schools
School facilities
  • Internet access
  • Multi-purpose room ("cafegymatorium")
Partnerships with local resources and organizations
  • UCSD
  • Daphnes Greek Cafe
  • Mission Federal Credit Union
  • Spreckles Masonic Lodge
  • Lynn Susholtz, artist
School leaders can update this information here.

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Sports

Boys sports
  • None
Girls sports
  • None

Arts & music

Visual arts
  • Sculpture
Music
  • Band
  • Choir / Chorus
  • Orchestra
Performing arts
  • None

Student clubs

Clubs (distinct from courses)
  • Running Club
  • Student council/government
School leaders can update this information here.

Upcoming Events

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Photos

School culture

Dress Code
  • Dress code
Bullying policy
  • This school does not have a bullying and/or cyber bullying policy in place.
Parent involvement
  • Attend parent nights
  • Chaperone school trips
  • Join PTO/PTA
  • Organize cultural events
  • 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
School leaders can update this information here.

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Elementary school


 
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3914 First Avenue
San Diego, CA 92103
Website: Click here
Phone: (619) 344-5900

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