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Teacher quality
Principal leadership
Parent involvement
My son was a GATE student. The teacher he received was not a GATE teacher. Teacher incompetence was immediately noticeable via grammatical errors on classroom wall postings. After requesting more rigorous assignments, the teacher called CPS and made up such a horrible story that we were investigated. These people will tell you that GATE classes have mixed students because diversity is important. What they don't tell you is that it is impossible to teach multiple curriculums to multiple needs. Don't believe their lies about the GATE program. They are unqualified to deal with exceptional students, 90% of the teachers are in it for paychecks and pensions, not the kids. Its a public school in every way and form.
—Submitted by a parent
Teachers are great.The principal is awesome...My daughter has been attending this school since K.G and now she is in 5th grade. We are very happy with this school.
—Submitted by a parent
Teachers are great. Principal is awesome. Alot of the kids in grade 1 at least do not show respect to others and there is alot of teasing going on. Since this is the only school that my daughter has attended I cannot compare it with other schools - too bad because I may want to switch her.
—Submitted by a parent
I've just went there to register for my son for kindergarten today. The staff working there were very impolite and quite rude It was really chaos there. They just want to get rid of you as fast as they can without trying to answer your questions or basically just ignore you so they can relax and sit down on their chairs. I am hoping that my son will be accepted to other schools. This is the worst school I have ever been to.
—Submitted by a parent
The best school I have ever seen. Very nicely detailed and has great teachers and principals.
I have two boys in the school. Some teachers did outstanding job. Some class rooms are very hot during summer. That make my little one had bloody nose some days since he is very sensitive with heat.
—Submitted by a parent
Hage has a supportive staff. It's hot tho, it could use central air conditioning for the health and comfort of the students
—Submitted by a parent
My son is a kindergarten student at Hage this year and I am very happy with the school. It is a very safe and friendly environment where he is thriving. He has excelled in reading especially which is very exciting. My only concern is that he is starting to get bored as he continues to outdistance his classmates in this area. But the individual attention he has received in order to continue to excel has been phenomenal. Overall an excellent public school.
—Submitted by a parent
My daughter started Kindergarten four weeks ago and we could not be happier with Hage. Her teacher is amazing and the entire faculty is top notch. As a parent torn between public and private school, I'm happy to say we made the right choice.
—Submitted by a parent
You could not ask for a better school for your child to be in. I have a fourth grader and a kindergartner, every single teacher is caring and really takes the time to know you. The PE program is excellent, and they really encourage parent involvement. Overall Awsome Job!! I could not thank these teachers enough for the wonderfull job they do everydat!
—Submitted by a parent
This is our first year at Hage Elementary, thanks to the Choice program. I specifically chose this school based on diversity and quality education I knew my children would receive. My son has flourished at this school. The staff maintains a high level of respect and communication with the parents and children. I enjoy the vast diversity my son is exposed to and the 'open door' policy for parent volunteers. I do think school starts too early in the morning, I'd prefer it to start 1/2 hr to an hour later-with release being a little later, as my kindergartener does struggle with the timing so early in the morning. I am impressed with the physical fitness department and their highly tuned program designed to help children maximize their classroom learning. I am very glad we send our child to Hage!
—Submitted by a parent
My child has only been at the school for 4 weeks and feels right at home. We chose this school because we heard what family friendly atmosphere it has. It has truly lived up to our expectations and above. The involvement and opportunity for parents to help at the school is tremendous. They have an everyday PE class with physical fitness experts. The teachers aren't just there for the paycheck (though I truly know that teachers deserve a huge raise) They are there for kids and they love them. The Kindergarten team is very particular in making sure the child is released to the parent or caretaker that they know. There is excellent discipline in the class. The teacher has a great system rewarding the positive behavior and gently reminding those who need to change or improve their behavior. The PTA is number one everyone should get involved.
—Submitted by a parent
Don't know how hage ranks test scores-wise, but i can say this: Hage teachers aren't just 'punching the clock.' Hage teachers are passionate about each student. Elsewhere students might be taught strictly 'by the book,' but here at hage students are taught 'from the heart.' While achievement is important, true love of learning is even more emphasized. Demographics: in other more 'homogeneous vanilla' schools, 'diversity' is taught artificially through politically correct social studies lessons. But at Hage, there is a great mix of ethnic / economic backgrounds, so students seem to get a better, more natural appreciation of diversity. PTA: very active. Parent volunteers very appreciated, and always needed...In class, or with PTA, or for field trips. Environment: cheerful, supportive, creative, quality, safe. Innocence of childhood is nurtured and protected to every reasonable degree, by making respect, good choices, safety,and kindness key concepts throughout the day.
—Submitted by Kellie Sanchez, a parent
I have three children attending Hage. They are in 3rd, 4th, and Kindergarten. I have had a wonderful experience with the school. My oldest is in the GATE program and is being challenged in a terrific environment. All of their teachers have risen to the expectation of challenging them at their own potential. The school encourages parent participation in the classroom, and I have seen wonderful teachers do a terric job. I am very pleased with Hage Elementary.
—Submitted by a parent
The school is very supportive and will work with parents to find the best way to get your child to achieve in all areas.
—Submitted by a parent
This is my daughter first year in Hage. I personally like this school a lot. Eventhough I can't involve in class, cause I have an infant with me. But my girl keep telling me how much she loves school more aday and she has been learning and enjoying the school each day. I also can see her knowledge shoot up fast and as well as her physical. The teacher is so reponsive, loving, and detail. Plus the school campus is very clean. The lunch meals are excellent too. I would highly recommand this school to others!
—Submitted by a parent
We are now in our third year at Hage thanks to the districts School of Choice program. We chose Hage because of their extremely skilled staff and wonderful programs. I have volunteered in the classroom all three years. It's been a great opportunity for me to view the teachers interact with the students and staff. I see daily the hard work that is put in to make sure that my son and the rest of the school is provided with the best education possible during these lean budget years. I have to disagree with a previous anonymous poster and say that no child is allowed special treatment. All children in our school are expected to be courteous and respectful and are treated as equals. That is one major reason I am thankful to be a parent of a Hage student.
—Submitted by Suzie Thompson, a parent
This is our second year at Hage and I feel comfortable with how the school is run and how the teachers treat my children. The support staff have all been very warm, personable and helpful, including the office staff. Three of the 4 teachers my children have had have been respectful and insightful. Overall I am pleased with the school and can recommend it to others living in the area.
—Submitted by a parent
I am satisfied with the discipline and tone of the motivation lead by the principal, however my experience with the kindergarten teacher's is not impressive in the sense that they are a tight knit group with some parents and cold with other's. In particular, one teacher has her children in the school and they are allowed special treatment. The principal seems to allow it too. If you can overcome that and go with the flow Hage will tolerate you and your children just don't expect service with a smile unless you are in a certain 'in' group.
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.
101 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% 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 48% in 2012.
109 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
109 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.
103 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
104 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.
90 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
90 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
90 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 | 61% |
| Females | 63% |
| Males | 57% |
| African American | n/a |
| Asian | 69% |
| Filipino | 55% |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | 54% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 77% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | n/a |
| All Students | 58% |
| Females | 62% |
| Males | 53% |
| African American | n/a |
| Asian | 69% |
| Filipino | 45% |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | 54% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 87% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | 82% |
| 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 | 66% |
| Males | 61% |
| African American | n/a |
| Asian | 64% |
| Filipino | 63% |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | 27% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 76% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 79% |
| Males | 80% |
| African American | n/a |
| Asian | 83% |
| Filipino | 88% |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | 65% |
| Fluent-English proficient and English only | 84% |
| 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) | 74% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 85% |
| 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 | 85% |
| Males | 81% |
| African American | n/a |
| Asian | 93% |
| Filipino | 89% |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | 64% |
| Fluent-English proficient and English only | 86% |
| 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) | 71% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 73% |
| Males | 83% |
| African American | n/a |
| Asian | 96% |
| Filipino | 72% |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | 82% |
| Fluent-English proficient and English only | 77% |
| 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) | 74% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 69% |
| 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 | 65% |
| Females | 77% |
| Males | 55% |
| African American | n/a |
| Asian | 60% |
| Filipino | 76% |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | 9% |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 84% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 85% |
| Males | 71% |
| African American | n/a |
| Asian | 84% |
| Filipino | 80% |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 70% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | 64% |
| Fluent-English proficient and English only | 78% |
| 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) | 68% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 82% |
| Males | 73% |
| African American | n/a |
| Asian | 76% |
| Filipino | 90% |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | 45% |
| Fluent-English proficient and English only | 81% |
| 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) | 70% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 86% |
| 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
Filipino
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
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Asian | 27% | 8% | ||
| White | 24% | 28% | ||
| Filipino | 22% | 3% | ||
| Hispanic or Latino | 17% | 49% | ||
| African American | 7% | 7% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 1% | 1% | ||
| Multiple or No Response | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 34% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 35% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Vietnamese | 31% | 2% | ||
| Filipino (Pilipino or Tagalog) | 20% | 1% | ||
| Spanish | 20% | 85% | ||
| All other non-English languages | 15% | 1% | ||
| Cantonese | 4% | 2% | ||
| Japanese | 2% | 0% | ||
| Korean | 2% | 1% | ||
| Mandarin (Putonghua) | 2% | 1% | ||
| Gujarati | 1% | 0% | ||
| Hmong | 1% | 1% | ||
| Urdu | 1% | 0% | ||
| Arabic | 0% | 1% | ||
| Hindi | 0% | 0% | ||
| Ilocano | 0% | 0% | ||
| Italian | 0% | 0% | ||
| Samoan | 0% | 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 | 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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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.
9750 Galvin Ave.
San Diego,
CA 92126
Website: Click here
Phone: (858) 566-0273
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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.
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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!
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