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GreatSchools Rating

Language Academy

Public | K-8 | 865 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 3 ratings
2012:
Based on 4 ratings
2011:
Based on 3 ratings
2010:
Based on 2 ratings

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Parent involvement

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37 reviews of this school


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Posted February 3, 2013

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


Posted January 2, 2013

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


Posted January 2, 2013

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!


Posted December 6, 2012

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


Posted November 2, 2012

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


Posted July 18, 2012

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


Posted January 8, 2012

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


Posted October 4, 2011

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


Posted February 12, 2011

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


Posted February 8, 2011

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


Posted October 4, 2010

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


Posted May 16, 2010

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


Posted June 5, 2009

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


Posted May 23, 2009

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


Posted May 4, 2009

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


Posted December 30, 2008

This school was one of the worst schools that prepare you for high school and some what of college


Posted November 12, 2007

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


Posted September 26, 2007

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


Posted August 16, 2007

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


Posted August 16, 2007

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.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2012.

This school's
API score

852

Change from
2011 to 2012

-10

API Statewide Rank
(2011)

8 / 10

API Similar Schools Rank (2011)

6 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2012

This school's
API score

852

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2011 to 2012

-10

Change from 2011 to 2012
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2011)

8 / 10

API Statewide Rank (2011)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

6 / 10

API Similar Schools Rank (2011)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 58% in 2012.

133 students were tested at this school in 2012.

2012

 
 
40%

2011

 
 
44%

2010

 
 
55%

2009

 
 
46%
Math

The state average for Math was 64% in 2012.

133 students were tested at this school in 2012.

2012

 
 
55%

2011

 
 
65%

2010

 
 
69%

2009

 
 
67%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 48% in 2012.

112 students were tested at this school in 2012.

2012

 
 
55%

2011

 
 
57%

2010

 
 
46%

2009

 
 
51%
Math

The state average for Math was 69% in 2012.

114 students were tested at this school in 2012.

2012

 
 
75%

2011

 
 
72%

2010

 
 
62%

2009

 
 
62%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 67% in 2012.

90 students were tested at this school in 2012.

2012

 
 
80%

2011

 
 
81%

2010

 
 
79%

2009

 
 
59%
Math

The state average for Math was 71% in 2012.

91 students were tested at this school in 2012.

2012

 
 
73%

2011

 
 
77%

2010

 
 
78%

2009

 
 
53%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 63% in 2012.

91 students were tested at this school in 2012.

2012

 
 
77%

2011

 
 
81%

2010

 
 
68%

2009

 
 
70%
Math

The state average for Math was 65% in 2012.

92 students were tested at this school in 2012.

2012

 
 
61%

2011

 
 
82%

2010

 
 
64%

2009

 
 
50%
Science

The state average for Science was 60% in 2012.

90 students were tested at this school in 2012.

2012

 
 
77%

2011

 
 
80%

2010

 
 
81%

2009

 
 
49%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 59% in 2012.

81 students were tested at this school in 2012.

2012

 
 
83%

2011

 
 
59%

2010

 
 
62%

2009

 
 
62%
Math

The state average for Math was 55% in 2012.

81 students were tested at this school in 2012.

2012

 
 
79%

2011

 
 
61%

2010

 
 
53%

2009

 
 
54%
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 86% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 62% in 2012.

68 students were tested at this school in 2012.

2012

 
 
78%

2011

 
 
75%

2010

 
 
75%

2009

 
 
59%
Math

The state average for Math was 52% in 2012.

68 students were tested at this school in 2012.

2012

 
 
62%

2011

 
 
65%

2010

 
 
56%

2009

 
 
46%
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 49% in 2012.

47 students were tested at this school in 2012.

2012

 
 
42%

2011

 
 
57%

2010

 
 
29%

2009

 
 
50%
English Language Arts

The state average for English Language Arts was 59% in 2012.

60 students were tested at this school in 2012.

2012

 
 
70%

2011

 
 
81%

2010

 
 
62%

2009

 
 
70%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.

14 students were tested at this school in 2012.

2012

 
 
21%

2011

 
 
n/a

2010

 
 
29%

2009

 
 
20%
Geometry

The state average for Geometry was 87% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.

62 students were tested at this school in 2012.

2012

 
 
60%

2011

 
 
69%

2010

 
 
40%

2009

 
 
49%
Science

The state average for Science was 66% in 2012.

60 students were tested at this school in 2012.

2012

 
 
72%

2011

 
 
78%

2010

 
 
54%

2009

 
 
60%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students40%
Females40%
Males39%
African American21%
Asiann/a
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged26%
Non-economically disadvantaged54%
Students with disabilityn/a
Students with no reported disability41%
English learner30%
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate7%
Parent education - some college (includes AA degree)25%
Parent education - college graduate48%
Parent education - graduate school/post graduate58%
Parent education - declined to staten/a

Math

All Students55%
Females54%
Males55%
African American48%
Asiann/a
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged38%
Non-economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability55%
English learner49%
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate13%
Parent education - some college (includes AA degree)38%
Parent education - college graduate60%
Parent education - graduate school/post graduate75%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students55%
Females59%
Males52%
African American27%
Asiann/a
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantaged40%
Non-economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability56%
English learner15%
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talented69%
Parent education - not a high school graduaten/a
Parent education - high school graduate17%
Parent education - some college (includes AA degree)45%
Parent education - college graduate59%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a

Math

All Students75%
Females73%
Males78%
African American67%
Asiann/a
Filipinon/a
Hispanic or Latino66%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)96%
Economically disadvantaged62%
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability77%
English learner41%
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduaten/a
Parent education - high school graduate42%
Parent education - some college (includes AA degree)79%
Parent education - college graduate74%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students80%
Females83%
Males77%
African American69%
Asiann/a
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged78%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability80%
English learner68%
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)73%
Parent education - college graduate88%
Parent education - graduate school/post graduate84%
Parent education - declined to staten/a

Math

All Students73%
Females72%
Males73%
African American56%
Asiann/a
Filipinon/a
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged68%
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability72%
English learner69%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)46%
Parent education - college graduate85%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students77%
Females80%
Males73%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)96%
Economically disadvantaged64%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability78%
English learner57%
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate82%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)40%
Parent education - college graduate86%
Parent education - graduate school/post graduate91%
Parent education - declined to state73%

Math

All Students61%
Females55%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)83%
Economically disadvantaged52%
Non-economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability62%
English learner48%
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talented85%
Parent education - not a high school graduate67%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)25%
Parent education - college graduate65%
Parent education - graduate school/post graduate87%
Parent education - declined to state45%

Science

All Students77%
Females72%
Males82%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)91%
Economically disadvantaged65%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability77%
English learner60%
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduate91%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)40%
Parent education - college graduate95%
Parent education - graduate school/post graduate87%
Parent education - declined to state64%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students83%
Females79%
Males88%
African American67%
Asiann/a
Filipinon/a
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged72%
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)76%
Parent education - college graduate88%
Parent education - graduate school/post graduate88%
Parent education - declined to state79%

Math

All Students79%
Females77%
Males82%
African American83%
Asiann/a
Filipinon/a
Hispanic or Latino66%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantaged67%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)71%
Parent education - college graduate96%
Parent education - graduate school/post graduate88%
Parent education - declined to state64%
Scale: % proficient or advanced

About the tests


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

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students78%
Females85%
Males68%
African American71%
Asiann/a
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged68%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduaten/a
Parent education - high school graduate67%
Parent education - some college (includes AA degree)85%
Parent education - college graduate82%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students62%
Females54%
Males72%
African American50%
Asiann/a
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged48%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability62%
English learnern/a
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduaten/a
Parent education - high school graduate58%
Parent education - some college (includes AA degree)65%
Parent education - college graduate47%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

Algebra I

All Students42%
Females38%
Males48%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)42%
Economically disadvantaged43%
Non-economically disadvantaged42%
Students with disabilityn/a
Students with no reported disability42%
English learnern/a
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talented53%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)38%
Parent education - college graduate45%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students70%
Females73%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged58%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)71%
Parent education - college graduate80%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students21%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability27%
English learnern/a
Fluent-English proficient and English only27%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
Fluent-English proficient and English onlyn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students60%
Females50%
Males71%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged56%
Non-economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability63%
English learnern/a
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)65%
Parent education - college graduate53%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students72%
Females73%
Males70%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged67%
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)88%
Parent education - college graduate80%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

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%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 127%N/A24%
Students eligible for free or reduced-price lunch program 254%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

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%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 26N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 14N/A11
Average years teaching 14N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009

School basics

School Leader's name
  • Veronika Lopez-Mendez
Special schedule
  • Year-round
Fax number
  • (619) 582-1769
School leaders can update this information here.
Notice an inaccuracy? Let us know!

4961 64th Street
San Diego, CA 92115
Website: Click here
Phone: (619) 287-1182

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