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Teacher quality
Principal leadership
Parent involvement
We started here in the fall of 2012 and came from a dual-language program at a neighborhood school in another state. My students are in 3rd and K in Spanish. I have been very impressed with the teaching method compared to our old school. It is a natural language acquisition process and my kinder student sings songs in Spanish all the time at home (and we speak only English). The principal is new this year, very experienced, and is focused on a collaborative effort between the administration and the parents. The school facility is old and run-down, but there is a gorgeous, new building (construction now) opening in the fall. All of the parents I've met who are actually involved at school are wonderful and dedicated. We are very happy so far and love our children's teachers. They are experienced and very caring. Cons? No parking, so drop-off and pick-up are a challenge. I expected more more parent involvement with a school of this size. Very limited enrollment, so difficult to get in (lottery). Coming from in or out of state, you must get in to the lottery before February for fall enrollment. Parent sentiment (see other reviews) seem to be based on individual classroom teachers).
—Submitted by a parent
My experience with this school was very disappointing. My daughter started kindergarten this year and became very unhappy within 6 weeks. Thankfully, I was volunteering in the classroom and could see, hear, and feel the negative atmosphere and dangerous situation. While my daughter was asking, not to move to another class, but to switch schools, and I was considering it, she was next on the waiting list at a charter school when a spot opened up. She switched after 2 months. Volunteering at the new school has made even more obvious the stark contrasts between schools. I had thought, maybe this is just how schools around here are--physically depressing, sour in mood, uncaring, but no one should have to put up with that. For the diligent students, including mine, the academics are great. She learned a lot but could have learned more in a positive environment without the distracting kids for whom this is not the right program and who frequently act up without being dealt with effectively by the school. This school has some systemic problems that, hopefully, will be dealth with by the new principal.
—Submitted by a parent
My experience at this school was amazing! As a graduate from Language Academy class of 2011, I wanted to share my thoughts on the school. The school has an amazing environment, from the location to the teachers, students, and entire staff. Your child gets to go to a school, where at the beginning they start off in a class full of little strangers and come out as a family! The school is absolutely unique, as a child going to that school and learning another language is a normal thing but to other kids at other schools its cool, but we don't tend to realize this until were older because its what we're used to. And its also a good school to challenge your child with, because it's going to be hard but they'll learn to manage, and once they hit eighth grade and have to do their exhibition, they'll be nervous but they'll also be very thankful for later on in their high school or college educations. I loved and still love this school and all the staff, and I recommend it to everyone that wants their child to grow up and learn in an amazing environment!
I love the school, it has one amazing program and caring teachers. My daughter is new to the school, she just started K and she is excited. She is alrady fluent in English and Spanish and making the transition to French was simple. I have notice that there is a lack of effort in the parents part and love blaming the school and teachers for everything but if you are intereseted in placing your child in this school, make sure you know what you are committing to. I love this school and recommend it to everyone who has the discipline to learn.
—Submitted by a parent
Not impressed with this school at all. My daughter started kindergarten this year and we were so excited. Two weeks into the program I saw a things in the classroom that should not be happening. The interim principle was dismissive of me and the other parents. I changed classrooms and another mom just pulled her kid. There is a history of parents raising concerns and they are dismissed and not taken seriously. The school is designed to protect the teachers. If you do decide to go to this school, make sure you can volunteer to know what is going on in your child's classroom. You are the only advocate your child has because the system is not designed to protect the children but to make sure they continue to pull in money. Once again. . . not impressed by this school at all.
—Submitted by a parent
We love this school. We have a boy in 2nd grade French Academy and one who will start Kinder in the Fall. My wife is French and I'm American and the bilingual education my son has been getting is great. As other reviewers have mentioned, the new turf joint use field has been an amazing addition to both the school and the neighborhood--we live just blocks away--and my son plays soccer on it every recess and often after school and on weekends. We also really like the fact that the school is K-8. It's a great comfort to know that the quality education our boys get will be consistent with little transition from year to year and that they will stay at the one school we have come to know and build a relationship with through middle school. They have great after school programs too, and a developing sports program. I'm sure there are more great things to come from this school and as more parents get involved and more people learn about what LA has to offer, things will only get better.
—Submitted by a parent
This school is still making so much progress and growth! I have a student in middle school and another in elementary. They are both learning so much! Especially the younger one, who has benefitted from the great new leadership since 2008 and more and more stable staff. We can't wait until we get back from winter break and they get to use the brand new joint-use field! It also helps loads that the coaches have begun all-new sports programs after school and there are also many after-school activities to choose from on minimum days. It is amazing to see what hard workers the teachers are and how many of them work together. I'd say about 92% of the teachers there ROCK! Just ask around and you'll know who to avoid.
—Submitted by a parent
I have a third grader and seventh grader, both in the French program. I love this school. The french program is excellent--both my children are fluent in the language. I love that the school is K-8 and mimics a private school environment. The teachers and staff are wonderful--especially the principal. I highly recommend sending your children there.
—Submitted by a parent
Teachers and staff are amazing. Very involved parent community. The kids are not ONLY learning to speak in another language but they are learning to do so in a diverse and multicutural environment. That is something that will serve them well in their futures in the "real world". I took my kids to France last year (3rd and 5th grade) and the locals constantly complimented them on their accent as well as their fluency. They were thrilled that their French was far better than their mother's who only learned hers in college. The school is a tight knit community, with students, staff and parents supportive of one another. I have been really happy with my experience.
—Submitted by a parent
My boy is in the second grade and he's French is tr s magnifique. The reviews posted here are old. We got a solid principal in 2007 and she's been great at caring for our school, students and teachers. Look at the ATI Rating and remember that these kids are learning in a foreign language when they take that test. TAKE A TOUR, decide for yourself. Consider how awful the transition to middle school is, then think about your child going to MS with the same friends and teachers he's known since kindergarten. Enrich your child's future with a language or two!
—Submitted by a parent
Our child is beginning his second year at the Language Academy. The curriculum reflects the second language in meaningful ways and has brought many opportunities for our child to be exposed to another culture. We have been very pleased with the quality of teachers and the attention given to both language acquisition and literacy. This is a great school for self-motivated students who are ready to challenge themselves. We are very pleased that San Diego Unifies offers the option to learn a second language at such a young age. We appreciate the forward thinking parents and educators who established the Language Academy so that our child has this opportunity to gain this skill.
—Submitted by a parent
Not impressed! After one year in kindergarten my child (very bright) can hardly identify or read a few Spanish words. I didn't expect miracles, but I anticipated more than this. Communication with teacher has been awful. Nice lady, but I suspect she gravitates toward the primary Spanish speakers in the class. Teacher reported my child did great on test. My child admitted she was lost and the other students helped her with test! Beware of Bus!! The bus has all ages and many are of questionable character and cause trouble. There is no proper supervision - any number of things can happen between there and home. District allows 5 year old to be dropped off ALONE on street if bus is early or you are late!!!!! My child's day (including bus ride is 8 am - 5pm - too long for a kindergartener and too long on bus.)
—Submitted by a parent
I love that my child is learning a different language then what we speak at home. His teacher is phenomenal. My concern is with the way the school is run. The parent pick up is a mess and an acident waiting to happen. I even had an experience where my child, a kindergartener, was waiting for me by himself, by the road, after I called the office staff letting them know of an emergency that didn't allow me to be at school right on time to pick my child up. I was very upset by this! They didn't even know who pick him up or when he was picked up. I never see the principal and don't think she mingles with the children.
—Submitted by a parent
As a Kindergarten parent I am in awe of this amazing program and the teacher commitment to all of the students and their passion to make every student bilingual and bi-cultural in every grade. You only need to step onto the campus of this great school to experience the family atmosphere here. I am proud to be a Language Academy Parent and supporter.
—Submitted by a parent
After much controversy & debate about the significance of Language Immersion, the efficacy of immersion-education producing English language competent students, the quality of education received at the Language Academy itself, among many, many other potentially program-ending battles against the San Diego Unified School District's School Board, I am only more decisively convinced that the not only is the program worthwhile, but the quality of education there is absolutely top notch. And I say that from the experience of having to enroll one of my daughters elsewhere for a while, and having her return to the school, and seeing the huge difference in her standardized test scores from both schools.
—Submitted by a parent
This school was one of the worst schools that prepare you for high school and some what of college
Im 19 now and I went to the Language academy when it first opened. I think it is a very great school. It prepared me for life and was the best thing that could have ever happened to me. It over prepared me for college and continues to help me throughout life. I recommand this school to everyone. All my little brothers go there now and it's pretty much the same teachers. In the future my kids may even go there.
—Submitted by Rachel, a former student
I love this school my child is now a 4th grader. Teachers are great so are the children and the parents.
—Submitted by Maria, a parent
My son attended kindergarten this year 2006-2007 and I volunteered at the school so I was able to see everything firsthand. The class had 19 students and the teacher was wonderful. She taught the children well and while she is very nice, she did teach them manners and respect. After 4 months of my son attending kindergarten, he came home with some beginning books in French and had actually started reading them to me. Quite impressive! There were 4 performances by the kindergarten class for the parents and 3 fieldtrips offsite. On a side note, the principal left the school and a replacement is being hired. The employees at the school are very nice and I really enjoyed volunteering. The only negative that I can think of is that sometimes events seem a little disorganized but with I believe 800 children at the school nothing can ever be perfect.
—Submitted by a parent
I'm not so sure that many of the parents are aware of the gift the kids at the Language Academy are receiving. They are all learning a second language by highly qualified teachers. All of the teachers have spent a great part of their lives learning a second language. It's too bad that our teachers aren't more highly esteemed. I believe our media and politicians are to blame. Why is there not a category for rating politicians? Why is there not a category for rating the media? Why is there not a category for rating the testing companies?
—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.
Grade level
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.
133 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
133 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.
112 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
114 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.
91 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.
91 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
92 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
The state average for English Language Arts was 59% in 2012.
81 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
81 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 Algebra I was 86% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
68 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
68 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 Algebra I was 49% in 2012.
47 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
60 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
14 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
62 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
60 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 | 40% |
| Females | 40% |
| Males | 39% |
| African American | 21% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 54% |
| Students with disability | n/a |
| Students with no reported disability | 41% |
| English learner | 30% |
| Fluent-English proficient and English only | 44% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 7% |
| Parent education - some college (includes AA degree) | 25% |
| Parent education - college graduate | 48% |
| Parent education - graduate school/post graduate | 58% |
| Parent education - declined to state | n/a |
| All Students | 55% |
| Females | 54% |
| Males | 55% |
| African American | 48% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 55% |
| English learner | 49% |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 13% |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 75% |
| 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 | 55% |
| Females | 59% |
| Males | 52% |
| African American | 27% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | 15% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 69% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 17% |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 73% |
| Males | 78% |
| African American | 67% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 66% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | 41% |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 74% |
| 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
| All Students | 80% |
| Females | 83% |
| Males | 77% |
| African American | 69% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | 68% |
| Fluent-English proficient and English only | 88% |
| 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) | 73% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | 72% |
| Males | 73% |
| African American | 56% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | 69% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 92% |
| 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 | 80% |
| Males | 73% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | 57% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 82% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | 73% |
| All Students | 61% |
| Females | 55% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | 48% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 85% |
| Parent education - not a high school graduate | 67% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 25% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | 45% |
| All Students | 77% |
| Females | 72% |
| Males | 82% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | 60% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 91% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | 64% |
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 | 79% |
| Males | 88% |
| African American | 67% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | n/a |
| 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) | 76% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | 79% |
| All Students | 79% |
| Females | 77% |
| Males | 82% |
| African American | 83% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 66% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| 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 | 96% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | 64% |
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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 85% |
| Males | 68% |
| African American | 71% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 62% |
| Females | 54% |
| Males | 72% |
| African American | 50% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | n/a |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 47% |
| Parent education - graduate school/post graduate | n/a |
| 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 | 42% |
| Females | 38% |
| Males | 48% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 42% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 42% |
| Students with disability | n/a |
| Students with no reported disability | 42% |
| English learner | n/a |
| Fluent-English proficient and English only | 43% |
| Migrant education | n/a |
| Gifted and talented | 53% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | 45% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 70% |
| Females | 73% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | n/a |
| Fluent-English proficient and English only | 72% |
| 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) | 71% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 21% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 17% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 27% |
| English learner | n/a |
| Fluent-English proficient and English only | 27% |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 60% |
| Females | 50% |
| Males | 71% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 64% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | n/a |
| Fluent-English proficient and English only | 64% |
| 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) | 65% |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 72% |
| Females | 73% |
| Males | 70% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| 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) | 88% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | n/a |
| 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
Grade 6
Grade 7
Grade 8
All students
Female
Male
All students
African American
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 - not a high school graduate
Parent education - high school graduate
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 | ||
|---|---|---|---|---|
| Hispanic or Latino | 47% | 49% | ||
| White | 24% | 28% | ||
| African American | 22% | 7% | ||
| Asian | 3% | 8% | ||
| Pacific Islander | 2% | 1% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Filipino | 1% | 3% | ||
| Multiple or No Response | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 27% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 54% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 92% | 85% | ||
| French | 3% | 0% | ||
| All other non-English languages | 2% | 1% | ||
| Somali | 1% | 0% | ||
| Mandarin (Putonghua) | 0% | 1% | ||
| Vietnamese | 0% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 26 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 14 | N/A | 11 |
| Average years teaching | 14 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| School Leader's name |
|
| Special schedule |
|
| Fax number |
|
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4961 64th Street
San Diego,
CA 92115
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