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Longfellow K-8

Public | K-8

 

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Living in San Diego

Situated in an urban neighborhood. The median home value is $290,000. The average monthly rent for a 2 bedroom apartment is $1,350.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 7 ratings
2012:
Based on 3 ratings
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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29 reviews of this school


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Posted October 25, 2013

My son is currently in first grade at Longfellow. So far he has had two amazing teachers and we are so impressed with how much he's learned. We frequently travel to Mexico and he now orders all of our food when we go to the local restaurant on our property. I am particularly impressed with the PTO and all the great events that they plan and for the students. We feel so lucky that our child is being educated in such an enriching environment.
—Submitted by a parent


Posted October 24, 2013

I am amazed by the school atmosphere, parent involvement and open communication with the administration. I have been impressed with so many areas of Longfellow. This is our second year attending Longfellow and with more kids coming in next year, we are pleased to say that we are a proud Longfellow family. The PTO is also super active and supportive and I have been blown away with the extra enrichment and activities brought in for our children. A+ in our book! It's exceeded our expectations!
—Submitted by a parent


Posted October 24, 2013

We switched over to Longfellow, coming from a private school, and I was a little hesitant to do so. Our expectations have been exceeded time and time again. The knowledge and education has been wonderful. Our daughter is excelling in her math, reading, spelling and of course, Spanish. The teachers have been open and accommodating. We are also so pleased with the open feel that the administration creates. We feel comfortable approaching the principal and administration with questions and feel that they work hard at making Longfellow welcoming for all types of families. I am proud of the PTO and support that it gives to our school. We have amazing support from local businesses and families that have allowed for additional arts, music and PE programs for our kids. I feel that it is a school with a great diverse study body and a wonderful academic approach.
—Submitted by a parent


Posted October 24, 2013

Spanish Immersion Magnet School. Both my kids are reading, writing, and speaking in both English and Spanish. Since its a k-8 school, my 5th grader will continue 6-8 at the school which is the best option for middle school - small, safe, and great teachers! My kids love the school and they are bi-lingual which is something I can't give them at home.
—Submitted by a parent


Posted September 16, 2013

I attended this school from K-5th grade, and everything was fine until I got into 3rd grade. I was bullied, and because of the fear of the bullies, I couldn't keep my grades up. The teachers saw, and did nothing while the other students verbally berated me and destroyed my self-confidence. I now have a very large problem with my self-image and insecurity issues. If possible, I would give this school a negative rating. Thanks Longfellow. -Submitted by a FORMER student


Posted September 2, 2013

We are starting our fifth year at Longfellow with my third child starting this year. My first two children are fluent in Spanish now. I've been very pleased with the dedication to Spanish learning. Being a magnet school, many parents don't get involved, but the core-group of parents has a huge impact on the school. The school has a diverse make-up which I appreciate for its ups-and-downs as that is how one learns about oneself and others in preparation for life. I would enjoy more structure/discipline for the students, but I've never felt the school to be unsafe. Any prior negative reviews about the school's academic requirements are from parents who have low/no standards for their child/ren. My children have been extremely successful because I give support to my children, the staff, and the administration every day. The parents who complain about too much work are selfish and doing their children a disservice.
—Submitted by a parent


Posted January 7, 2013

worst school ever okay first of all the teachers there are very lame. they do teach good spanish but it is torture for our kids. i couldnt belive the amount of homework my kid got for break. because of that we couldnt do any thing this schools teacher are very unreasonable.
—Submitted by a parent


Posted May 22, 2012

I love this school - the teachers/staff are great and parents are really involved when it comes to a lot of the extra activities such as art and exercise that have been taken away due to budget cuts. Also, there aren't many schools where your child graduates middle school with their high school and college language credits already completed. And this year the 8th graders all took the college level AP exam!! I definitely recommend the school. A far better education than most public schools provide.
—Submitted by a parent


Posted March 15, 2012

I absolutely love this school. My child is in his 3rd year at Longfellow. I can t believe how much my child has learned in a second language. The school does such a wonderful when coming together for a child. The school works as a team and that is so amazing for the children.
—Submitted by a parent


Posted February 29, 2012

Also, the PTA is good but I been here 5 years and its time for some new FRESH ideas and events. We do the "same" thing every year and it seems the same people are voted into positions and make the decisions. Any new, different, or a little cutting edge hasnt been accepted. We tried! Sad. One thing for sure, the Red Ribbon Week needs help!! The concept and effort put into giving these kids some REAL life tools to help them when they are encountered or offered drugs, AND THEY WILL BE, is really sad and insignificant. SAD RED RIBBON WEEK PROGRAM.
—Submitted by a parent


Posted June 23, 2010

I have been a parent at Escuela Longfellow for 8 years and have experienced many ups and downs. I have seen three or four principals come and go, I have watched the state budget cuts take many good teachers and programs. It has been challenging but I am happy with my decision to send my children to this school. My children are bi-literate, and I think in today's world that is extremely important. The school has a diverse population that represents the REAL world! The parents are involved and the PTA/PTO has evolved into a wonderful program with a online newsletter, well designed website and a Google Group parent communication site. I feel that my children have secured a well rounded good education at Longfellow equivalent to a private school (on a California State budget). It takes parent participate and diligence coupled with good teachers and staff for a good education!
—Submitted by a parent


Posted January 23, 2010

overall, I really like this school. the teachers are great, the new principal is good in keeping discipline and the programs is well structured. this is a magnet school, so, you have to be ready to accept diversity, in its positive and negative aspects. the important thing is that my son loves the school and he is learning a lot
—Submitted by a parent


Posted January 16, 2008

An honest warning-- be prepared for a tough school environment. The teachers we have encountered have been dedicated, enthusiastic instructors (if not all very experienced.) But the environment of the school does not feel safe to the kids. The new principal discontinued the morning assembly and now it's chaos with students fighting and shoving. Recess is just as bad with very little supervision. The principal has heard parent complaints, acknowledges them and makes excuses. It's January and so far no improvements. This is a school wide problem. We are happy with our child's teacher, core group of friends, the active PTA and excellent cultural activities. If there was another Spanish Immersion school maybe the competition would force the administration to start problem solving to create a safer environment.
—Submitted by a parent


Posted November 30, 2007

So far into the school year, I have had nothing but inconstancy with their policy and diciplinary actions. The program itself is an excellent concept, its too bad that there aren't enough schools with this curriculum
—Submitted by a parent


Posted January 23, 2007

We have a child who started Kindergarten at Longfellow in September 2006 and we couldn't be happier. We toured ten elementary schools (including schools in La Jolla) and did lots of research on schools in the district. Longfellow was, by far, our top choice. The Spanish immersion program is unique and effective. The teachers are fantastic. Teaching at an immersion school takes a lot of effort, so the teachers are all very committed and dedicated. (Interestingly, many teachers in San Diego send their children to Longfellow.) Most immersion schools around the country are private schools that cost a great deal of money - we are thrilled to give our child this special educational opportunity with no tuition cost. Longfellow has parents that are very involved as well, in the PTA and the Foundation. Parents help coordinate very special cultural activities such as Dia De Los Muertos and the Art Fair.
—Submitted by a parent


Posted October 4, 2006

I am very pleased with my families experience at Longfellow. The teachers are well educated and caring. The Principle knows most students by there name. The curriculum is very well thought out and more than adequate for the appropriate grade level. After school activities are interesting and have many students involved. The parents are very involved which helps with the quality of education at Longfellow. There is a strong diverse socioeconomic makeup at the school which I appreciate because it helps students learn about real life through the friendships made at school. The school officials, law enforcement, and parents do there best to make sure that the school campus is safe. Before and after school supervision is visible and parents are informed about what hours are campus 'supervised hours.' Knowing Spanish as a parent is not a requirement, but a English/Spanish dictionary in the house does go a long way.
—Submitted by a parent


Posted May 3, 2006

This is an excellent bilingual school. The teachers are very dedicated and the children speak fluent spanish.
—Submitted by a parent


Posted April 19, 2006

Like a lot of good schools in the San Diego district, Longfellow has suffered the loss of many fine teachers in recent years. Yet the total Spanish immersion program makes Longfellow a very valuable educational opportunity for your children. The advantage for kids to learn to read, write and speak a second language fluently is an excellent reason to attend Longfellow, but for parents, it is a commitment for the long term since English instruction doesn't begin in any significant way until 3rd grade. Parent involvement in the school is high, and the PTA does a good job of filling in for the loss of art programs in the district with parent taught Art Corps.
—Submitted by a parent


Posted February 1, 2006

I'm very happy with the immersion program that allow kids to speak, read & write in both english and spanish. The teachers are fully trainned and bilingual and the curriculum is very good. My kid is extremely happy at longfellow and have blossomed on her social skills. The whole staff is truly concerned about each individual child and how to work with them as best as possible. The parents involvement is also a big plus, also is the options for extra activitites such as music, access to a new tech lab and library and the opportunit to travel to spanish speaker countries, such as Chile and Spain. We are just delight with Longfellow!
—Submitted by a parent


Posted September 14, 2005

Both my children have gone to ANLC since they were 5 years old. ANLC is a school where the children come first. Each child is encouraged to do their personal best without being labeled as the smart or dumb kids. The teachers are highly skilled and work hard to bring out the best in each child. The principal is kind and knows each child by name. She is a great example of a leader and I will miss seeing her everyday as my daughter graduates this year. Thank you ANLC for bringing out the best in my children and giving them the encouragement and confidence they need to go out into the world!
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

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

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

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

858

Change from
2012 to 2013

-10

API Statewide Rank
(2012)

8 / 10

API Similar Schools Rank (2012)

2 / 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 2013

This school's
API score

858

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

-10

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

8 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

2 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 56% in 2013.

124 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
54%

2011

 
 
48%

2010

 
 
49%
Math

The state average for Math was 65% in 2013.

124 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
67%

2011

 
 
54%

2010

 
 
71%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

78 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
43%

2011

 
 
44%

2010

 
 
52%
Math

The state average for Math was 66% in 2013.

78 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
67%

2011

 
 
66%

2010

 
 
69%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

76 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
77%

2011

 
 
82%

2010

 
 
76%
Math

The state average for Math was 72% in 2013.

76 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
75%

2011

 
 
74%

2010

 
 
73%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

83 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
79%

2011

 
 
74%

2010

 
 
68%
Math

The state average for Math was 65% in 2013.

84 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
73%

2011

 
 
64%

2010

 
 
59%
Science

The state average for Science was 57% in 2013.

85 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
70%

2011

 
 
76%

2010

 
 
70%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

46 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
71%

2011

 
 
71%

2010

 
 
63%
Math

The state average for Math was 55% in 2013.

47 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
66%

2011

 
 
55%

2010

 
 
66%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

The state average for Algebra I was 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 60% in 2013.

30 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
81%

2011

 
 
68%

2010

 
 
89%
Math

The state average for Math was 52% in 2013.

30 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
82%

2011

 
 
61%

2010

 
 
89%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

The state average for Algebra I was 50% in 2013.

50 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
74%

2011

 
 
69%

2010

 
 
85%
English Language Arts

The state average for English Language Arts was 57% in 2013.

50 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
84%

2011

 
 
91%

2010

 
 
81%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
69%
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

51 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
66%

2011

 
 
91%

2010

 
 
59%
Science

The state average for Science was 67% in 2013.

51 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
91%

2011

 
 
97%

2010

 
 
89%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

All Students50%
Females51%
Males48%
African American25%
Asiann/a
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged32%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability50%
English learnern/a
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate36%
Parent education - some college (includes AA degree)40%
Parent education - college graduate51%
Parent education - graduate school/post graduate63%
Parent education - declined to staten/a

Math

All Students66%
Females66%
Males66%
African American31%
Asiann/a
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged45%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate55%
Parent education - some college (includes AA degree)50%
Parent education - college graduate73%
Parent education - graduate school/post graduate78%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students49%
Females49%
Males48%
African American23%
Asiann/a
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged33%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability49%
English learnern/a
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talented70%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)40%
Parent education - college graduate55%
Parent education - graduate school/post graduate64%
Parent education - declined to staten/a

Math

All Students63%
Females64%
Males61%
African American50%
Asiann/a
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged52%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability64%
English learnern/a
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)40%
Parent education - college graduate64%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students82%
Females86%
Males76%
African American63%
Asiann/a
Filipinon/a
Hispanic or Latino86%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged73%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only82%
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)74%
Parent education - college graduate90%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a

Math

All Students81%
Females79%
Males82%
African American69%
Asiann/a
Filipinon/a
Hispanic or Latino89%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged73%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)79%
Parent education - college graduate86%
Parent education - graduate school/post graduate81%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students74%
Females76%
Males73%
African American67%
Asiann/a
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantaged62%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only78%
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)56%
Parent education - college graduate85%
Parent education - graduate school/post graduate82%
Parent education - declined to staten/a

Math

All Students61%
Females54%
Males71%
African American33%
Asiann/a
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged41%
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability60%
English learnern/a
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)50%
Parent education - college graduate64%
Parent education - graduate school/post graduate79%
Parent education - declined to staten/a

Science

All Students65%
Females59%
Males74%
African American67%
Asiann/a
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged51%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability65%
English learnern/a
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)56%
Parent education - college graduate66%
Parent education - graduate school/post graduate82%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students85%
Females79%
Males94%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino86%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged79%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability84%
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)n/a
Parent education - college graduate75%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Math

All Students83%
Females83%
Males82%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino86%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged79%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented95%
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 graduate83%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/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 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 Students64%
Females63%
Males64%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged50%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only66%
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

Math

All Students67%
Females50%
Males86%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged43%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only69%
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
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Algebra I

All Students72%
Females71%
Males73%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged66%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talented85%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)67%
Parent education - college graduate82%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students82%
Females86%
Males71%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino85%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged72%
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only82%
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)75%
Parent education - college graduate94%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/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 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

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/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 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

History - Social Science Grade 8 Cumulative

All Students68%
Females69%
Males64%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged55%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only68%
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)45%
Parent education - college graduate83%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students96%
Females94%
Males100%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino93%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged93%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only96%
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)100%
Parent education - college graduate100%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
Hispanic 48%
White 27%
Black 17%
Two or more races 5%
American Indian/Alaska Native 1%
Asian 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 48%N/AN/A
English language learners 1%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 3%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • Diana Sanchez
Fax number
  • (619) 276-7008

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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5055 July Street
San Diego, CA 92110
Website: Click here
Phone: (619) 276-4206

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