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Teacher quality
Principal leadership
Parent involvement
We've been at this school for 3 years now, with 2nd and 1st graders. The schools policy is that siblings have the teachers; so far it's a blessing. Our K teacher was fantastic, though lacked some organization. Our boys finished her class ahead of others from other classes here, and other schools. Our 1st grade teacher is even better. She engages the kids making them want to learn, and is organized as anyone I've know. We get newsletters and she is approachable. The 2nd grade teacher is a jewel. She sings when doing lessons, keeping the kids focused on her message; they love it. She handles them so well . She needs no help in a classroom of 24. If we continue having the excellent instructors and education, it would be amazing. The only negative I've found is that SR seems to have a group of parents that feel entitled. They conducted what I would call a witch hunt to have an autistic boy removed from one of the other first grade classrooms. They make statements that indicate they want to keep non SR kids out of OUR schools. They should be ashamed of themselves. It is a minority, however, they are here as they are almost everywhere. Most parents are caring and positively involved.
—Submitted by a parent
I made the mistake of keeping my daughter at this school. She is in first grade and the whole year has been a disaster. Her teacher is emotionally stunted and displays that in her bulk emails she sends out to the parents that border aggression and hostility. my daughter's emotional and academic progress have declined. The school is also over run by under educated parents that have nothing better than time on their hands in making the school a social club for their own needs. It is highly expected that the parents that work, contribute enormous amounts of money to classroom parties or school supplies. It is stated that these donations are optional but they aren't. If you don't contribute time or money, your child will be left out of the parties and without school supplies or passwords/ usernames to the computer programs. The relationships between the teacher and FFO parents are inappropriate. They are bordering unethical school boundaries. If you have a financial or family crisis and the staff are privy to it, be sure that it will be the focus of the teachers and parents until the next scandal comes about. I'm a teacher and disgusted by this school. Best advice - don't go there.
—Submitted by a parent
After 8 years of living abroad the military moved us to SD. We choose to move to SR specifically for the schools. After 3 weeks of school we are desperate to pull our 4th grader daughter out! Her teacher teaches only to the test, reads from the textbook without any added teaching, fails to engage the children in any critical thinking, and has no control over a classroom of 32 children. She is obviously immune from being fired. The principal is apathetic. Our 1st grader has an inspirational teacher who obviously spends a lot of her personal time and money on the classroom, yet with 24 students she also seems stressed. We will leave her in place to finish the year but we'll try to choice into a neighboring school that seems to have a better reputation before mortgaging the house to pay for private school. San Diego, California, and America- you should be ashamed of yourself for allowing your public schools to become the laughing stock of the world. The "bunglows" where our children are "educated" are run down and I doubt anyone would have inspirational moments sitting in a trailer all day long if their working environment were half as bad as what the children are forced to endure.
—Submitted by a parent
This was our first year at Jerabeck. We looked at a lot of schools before Kindergarten and I wasn't sure what to expect but we were extremely impressed. Charter Schools will have you believe that if you send your child to a regular public school they will be bored and the scope of education will be very limited. To the contrary, we were amazed at all the things our daughter learned and experienced her first year at Jerabeck. The Art Corps program was top notch, they also did Super Science, Math and Science parent nights, fabulous field trips to the apple orchards, pumpkin patch, organic farm, wood working, zoo, seaworld etc. (which the teacher tied into wonderful class projects). There is also a music program which the kids get more involved in as they get older. The class size was larger than we'd hoped (25) but the parents really step up at this school and volunteer. Also the teacher handled the class beautifully, and we felt she really knew our daughter and how to encourage her. I hear from other veteran parents that the Fisrt Grade teachers are all excellent as well, so we're excited for next year.
—Submitted by a parent
We spent 6 years at Jerabek. We moved our daughter this year as we have seen a huge decline in the quality of education provided by Jerabek. The principal does not support his teachers and does nothing to stop the bullying. He does not appear to be a leader and the school is downing downhill fast. It is a shame because Jerabek used to be top-notch.
—Submitted by a parent
My son is in 1st grade at Jerabek and we love it. He has Ms. Cannon and she is the best! She is strict and provides my son with the structure and discipline he needs but at the same time is very warm and caring. She adores all the kids and it shows. My son has learned a lot this year and made many friends. We are very pleased with his progress. He enjoys going to school. We are a military family who had to "Choice" our son into this school and it was a great decision. I only wish we could stay for 2nd grade but we're leaving San Diego.
—Submitted by a parent
The Principal lacks complete leadership, I do not believe he has the students best interest at heart. He does not take care of his students or the parents. Both of my children have been bullied and have not heard a word from him? NOT GOOD!
—Submitted by a parent
I am beginning to think about private education as the state of "the best" public schools in town are not what I want for my child. Teacher morale seems low to me although they seem to be trying. This is the failing of our society in general for underfunding education for the past few years.
—Submitted by a parent
I have two children at Jerabek. One is a highly gifted and truly unusual learner. His needs have never been satisfactorily met. He hates school! The other is also very intelligent, but a much more typical learner. She loves school and is sorry when she doesn't get to go. I have found that if you are lucky enough to get the exceptional teachers (and so far we have been), things are pretty good. But even with a string of all the best teachers in the school, my son has been very unhappy. He has been bullied and excluded by teachers and students alike, and I have worked with teachers and the administration to try to make his experience better. They have given me nothing but lip service. They are unwilling to change their "one-size-fits-all" teaching model! This is NOT working for my son, and so for his 5th grade year, I think we will have to find a better solution for him. My daughter will continue to attend, and she will most likely be very happy. But if you have an unusual child who doesn't fit the baseball playing, out-going, athletic mold, this might not be the best place for your child.
—Submitted by a parent
As a former educator with three children, I have found Jerabek to be a top-notch school!!! Is it a bit 'cliquish'? Yes... but this seems part and partial to the area of Scripps Ranch. There is no denying however, that the teachers and parents who volunteer their time are providing my children with an amazing school experience. This is a truly great school!
—Submitted by a parent
Jerabek Elementary is truly an amazing school. I have had 3 children go to Jerabek. They have been Seminar, GATE and regular. All were well challenged and engaged in the classroom. The teachers are amazing and the support from the parents in time and money is humbling. We moved into this area to have the benefit of a school such as this one. We have not been disappointed.
—Submitted by a parent
As an educator with four children our family found you are either in a really great classroom or in a classroom where your child just filled space. Two years in a row our GATE child has been bored, unchallenged and not well supported by the teachers. Parents offer great support in the classroom but are cliquish and difficult to warm up too. We are now considering moving our children to another school in the area where their needs are better supported. We chose this area to live in because Jerabek is so highly rated and have regretted the choice now for two out of four years.
—Submitted by a parent
I have had three children go through Jerabek. We have always been impressed by the level of experience and dedication of our teachers. I am also impressed by the number of dedicated parents who volunteer in each classroom. It's like having two or more teachers in each class, every day. What was very surprising to me was the disconnect from the district. As a high achieving school, our funding is at the bottom. Parents have been the resource badly needed to provide extras like science, art and technology. I want to personally thank all parents who give of their time and money to make Jerabek what it is.
—Submitted by a parent
Teachers and parents work together to form a perfect elementary school experience. Lucky children.
—Submitted by a parent
Very disappointed in the teaching method of my sons teacher and 'one size fits all' attitude. Our GATE child was not challenged and became bored. Our experience was unfortunate but if you are in the right parental 'click' your child will benefit with some extra attention from the teacher. And this was just kindergarten!
—Submitted by a parent
Jerabek is a great school in terms of the academic curriculum and parent involvement and in my opinion, rates high in those area. However, this school could really benefit from more diversity and inclusion diversity and inclusion. As compared to my child's previous school, the 'air' isn't particularly inviting. Many of the parents are cold and unfriendly and tend to huddle in their cliques.
—Submitted by a parent
Although this school is strong overall there are some glaring deficiencies in the teaching staff. Most teachers are dedicated and caring, but some simply need to retire or move on. If your chid doesn't 'fit the mold' of the typical student they're out of luck in the classrooms of these teachers. The principal should be commended for the work he's done there to 'combat' this, but there is still a lot of progress to be made! All 5's for this school, except in the 'teacher quality' section!
—Submitted by a parent
Jerabek is a fantasic school due to its teacher's dedication and the extreme amount of parent involvement. San Diego Unified School District continues to cut funding for all schools thus making Jerabek's administration heavily dependant upon monitary contributions from Jerabek families. These funds pay for many of the extra's that Jerabek provides to its students: ie. art, computers, librarians and yard monitors. Every child is given the best education possible. Jerabek will continue to be an outstanding school, as long as the families are able to fund the district budgetiary cuts. The only draw back is that Jerabek is on a year-round school schedule while all of the other schools in Scripps Ranch are on a traditional school year schedule. If you have children in middle or high school their vacations will not coorespond to Jerabeks. Taking vacations can be difficult.
—Submitted by a parent
They don't get the true GATE child at all. If you like walking in lock-step, it might be a good school. Not for free thinkers. Spanish and art take up a lot of time that could be used to avoid hours of homework per week, or learning something interesting instead of rote memorization. Those used to be optional, here they are required.
—Submitted by a parent
Jerabek is a great school. We appreciate the music and science programs offered here. This school is a great learning atmosphere and the teachers are great too. If we had another child, we would put them in Jerabek!
—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.
112 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
111 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.
133 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
137 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.
90 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
92 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.
112 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
112 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
111 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 | 89% |
| Females | 91% |
| Males | 88% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 87% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 92% |
| Females | 95% |
| Males | 91% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 100% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 94% |
| 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 | 77% |
| Females | 72% |
| Males | 82% |
| African American | n/a |
| Asian | 69% |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 80% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 82% |
| Males | 84% |
| African American | n/a |
| Asian | 85% |
| Filipino | n/a |
| Hispanic or Latino | 87% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| 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) | 69% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 84% |
| 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 | 88% |
| Males | 90% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| 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 | 88% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 83% |
| Males | 86% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| 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 | 82% |
| Parent education - graduate school/post graduate | 88% |
| 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 | 93% |
| Females | 98% |
| Males | 88% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 100% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| 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 | 94% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 92% |
| Males | 75% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 88% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| 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) | n/a |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | n/a |
| All Students | 88% |
| Females | 94% |
| Males | 83% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 94% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| 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) | n/a |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 91% |
| 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
Non-economically disadvantaged
Students with no reported disability
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 | ||
|---|---|---|---|---|
| White | 75% | 28% | ||
| Asian | 13% | 8% | ||
| Hispanic or Latino | 9% | 49% | ||
| Filipino | 2% | 3% | ||
| African American | 1% | 7% | ||
| 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 | 5% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 6% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 20% | 85% | ||
| All other non-English languages | 13% | 1% | ||
| Korean | 13% | 1% | ||
| Vietnamese | 11% | 2% | ||
| Cantonese | 9% | 2% | ||
| Arabic | 4% | 1% | ||
| Hebrew | 4% | 0% | ||
| Hmong | 4% | 1% | ||
| Mandarin (Putonghua) | 4% | 1% | ||
| Urdu | 4% | 0% | ||
| Armenian | 2% | 1% | ||
| Farsi (Persian) | 2% | 0% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| French | 2% | 0% | ||
| Russian | 2% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
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| Average years teaching in district | 20 | N/A | 11 |
| Average years teaching | 20 | 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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Visit
No
10050 Avenida Magnifica
San Diego,
CA 92131
Website: Click here
Phone: (858) 578-5330
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