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Teacher quality
Principal leadership
Parent involvement
Mission Bay High School has some great programs and educational choices for many of the students that attend. The school has a diverse mix of students; the local beach teens, many magnet students who choose this school for its various programs, and some foreign students here for the IB program. The students have graduated to attend local colleges, state universities (Cal-state and UC), and private ivy-league schools - including Harvard.
—Submitted by a teacher
Mission Bay high school is not a good high school at all. They bus in kids from all over San Diego and also they have very low test scores and also so Mission Bay high school in the getto of P.B. If I had kids I would never send them to Mission Bay high school. Mission Bay high school should really be shut down.
My two children attend Mission Bay High and are academically challenged and socially very happy. My daughter started the full IB (International Baccalaureate-amazing teachers) this year, she plays sports and is part of the cool robotics team. My son has GREAT teachers, plays golf and participates in the Academic League. There is a real misperception about this school. It's been the perfect fit for my kids.
—Submitted by a parent
A great school has excellent teachers and MBHS has that. The vast majority are enthusiastic and dedicated. There is also dead wood that are just filling a spot and protected by tenure and the unions, like any public school. All teachers are challenged by uncertainty with the schools the dysfunctional SDUSD Board. There are excellent VPs but the school lacks clear leadership and follow though. There are excellent challenging programs but it is the choice of the student to go the challenging path of IB or just show up and get through the rudimentary classes. Students will be surrounded by other excellent students in IB and other high level classes. Those who choose the other path will be surrounded by kids with varying levels of motivation and frustrated teachers. It's all there at MBHS! An excellent real world learning experience in a safe environment. I see it improving over the last 5 years and into the future as more parents get involved, the community gets involved & more local kids choose to go here. It's great for kids to have classmate friends in the local neighborhood rather than commutng to a distant school and being out of touch with your local community.
—Submitted by a parent
NOT A GOOD SCHOOL. School authorities are not doing a good job. My children are new in this high school and I already met 10 parents who have complains about how they are not happy on how the school authorities work. Moreover, I personal have been in this school and observed how students are outside their classes, going to the bathroom 3 or 4 times the same the same students and nobody call their attention.
—Submitted by a parent
Now that our student is just about ready to graduate from MBHS I have to say MBHS and staying in our neighborhood schools K-12 was the best decision we could have made. Thanks to the International Baccalaureate Diploma Programme our student not only has had an excellent education but also a well rounded high school experience including sports, music, art and summer educational trips with the MBHS Travel Club to China, Russia and Egypt. Most of all, we appreciate our student's diverse set of peers and the kindness and support they have displayed for each other throughout the years. My recommendation to parents who send their students to MBHS is to get involved - meet the teachers, join the PTO, attend sport events etc. It has been an unexpected pleasure to really get to know the dedicated MBHS teachers and also to have become friends with so many fabulous and like minded parents.
—Submitted by a parent
MBHS continues to get more local familes deciding this is a good place to send their kids. Yes, it is challenged by the budget cuts and the huge and unweilding SDUSD politics. The IB program sets it apart and provides for additional sources of funding and academics continue to strengthen. Don't expect an efficient and customer service oriented administration like a private school. Do expect to find most of the teachers excellent and committed and a very few rotten apples protected by the teachers union. It is a very safe real world environment. Also, your student will have a better chance of acceptance at a public college / university if they graduate from here versus a high acheiver private school. Yes, students come from all over San Diego to MBHS. But, they do it because they want to take advantage of either the athletic programs or academic programs it offers. The local PB students and their families are involved in the school and the local community. Check it out!
—Submitted by a parent
Like so many schools, the staff at Mission Bay High School has gone through many challenges the past few years. However, having three teens who have and are still growing up at Mission Bay High, the staff, counseling office and teachers have worked with me to assure my students succeed, continue to respect the importance of learning and living within the boundaries set for them at school - that alone is amazing - it takes both school staff and the parent. Thank you for being my other half and helping me raise my 3 wonderful teenagers! Fondly, Mission Bay High School Mom
—Submitted by a parent
MBHS has been an excellent school for our son. Academically, he is on track for the International Baccalaureate Diploma Programme. The curriculum is rigorous, challenging and dynamic. If you have not done your research on IB you owe it to your student to check it out on the MBHS website. It is THE ticket to college these days. MBHS is our neighborhood school and I have found our son's friends (many he has known since elementary) and also his new friends to be kind, well rounded and unpretentious. Overall, I can best describe MBHS by saying it is an empowering environment for students academically, socially and athletically. This empowering environment has made a remarkable contribution to the overall self esteem of our teenager which, as a parent, has been invaluable. Finally, I would be remiss to not mention the excellent teachers who have been accessible and responsive.
—Submitted by a parent
We have had all three of our children attend MBHS. Two have graduated and received academic scholarships to Brigham Young University. Mission Bay provided them with excellent preparation for college curriculum. There are many excellent teachers at the school who have inspired my children to be excited about learning. Just as important the school provided a friendly environment with a highly diverse student population. We are a neighborhood family, but our children have developed friendships with kids from all over the city. Special kudos to the sports programs at the school-all three children have been able to participate in the waterpolo and swim programs-all with supportive and enthusiastic coaches. Our new principal is full of energy and eager to improve programs that will make our school even better.
—Submitted by Sarah Chipman, a parent
I have had 3 children attend MBHS. Two have graduated and 1 is going to graduate this year. This school has been wonderful for my children. There is a friendly atmosphere on campus that might not be expected considering the varied ethnic makeup of the campus. The teachers have all been excellent, concerned, accessible and helpful. Our oldest son excelled in math inspired by great teachers. He graduated Magna Cum Laude and received scholarships. I have particularly been impressed by the seminar (now IB), English and computer engineering programs. My children participated in tennis, water polo and swimming despite being novice in these sports. Some schools would expect such high performance levels that novice players would not be welcome on the teams. Mission Bay seems to be a place where you are encouraged to participate and have fun growing and learning.
—Submitted by Scott Chipman, a parent
MBHS offers a strong PTO with very involved parents as well as parent involvement in all the sports and arts programs. MBHS has just been accepted as an International Baccalaureate School as well as a magnate school for CAD and Marine Biology. This school is located next to a bay and offers a wonderful live marine lab experience. MBHS now offers a full music program as well as a full range of excellent sports programs. Note that they have the lowest student to computer ratio in the district. I have a Freshman and Senior who attend and have had a wonderful experience thus far. The new principal is a major plus and the counseling staff is great!
—Submitted by Pat, a parent
Okay school as far as academics is conscerned. Great magnet for architecture and related fields.If you're interested in chapionship sports (football/baseball) the coaches are top rated
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 25% in 2012.
31 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
130 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
307 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
143 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
126 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
93 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
277 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
70 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
340 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
12 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
106 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
343 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
323 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 10% in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
91 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
97 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
121 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
308 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
13 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
186 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
42 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
311 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
25 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 10% |
| Females | 7% |
| Males | 12% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 11% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 6% |
| Non-economically disadvantaged | 14% |
| Students with disability | n/a |
| Students with no reported disability | 12% |
| English learner | n/a |
| Fluent-English proficient and English only | 7% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 12% |
| Females | 14% |
| Males | 9% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 5% |
| White (not Hispanic) | 24% |
| Economically disadvantaged | 10% |
| Non-economically disadvantaged | 14% |
| Students with disability | n/a |
| Students with no reported disability | 12% |
| English learner | n/a |
| Fluent-English proficient and English only | 12% |
| Migrant education | n/a |
| Gifted and talented | 20% |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 4% |
| Parent education - some college (includes AA degree) | 9% |
| Parent education - college graduate | 17% |
| Parent education - graduate school/post graduate | 33% |
| Parent education - declined to state | 13% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 41% |
| Females | 47% |
| Males | 36% |
| African American | 24% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 34% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 59% |
| Students with disability | 17% |
| Students with no reported disability | 43% |
| English learner | 6% |
| Fluent-English proficient and English only | 47% |
| Migrant education | n/a |
| Gifted and talented | 64% |
| Parent education - not a high school graduate | 21% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 64% |
| Parent education - declined to state | 37% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 3% |
| Females | 0% |
| Males | 6% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 3% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 14% |
| Economically disadvantaged | 2% |
| Non-economically disadvantaged | 10% |
| Students with disability | 0% |
| Students with no reported disability | 4% |
| English learner | 3% |
| Fluent-English proficient and English only | 4% |
| Migrant education | n/a |
| Gifted and talented | 5% |
| Parent education - not a high school graduate | 3% |
| Parent education - high school graduate | 5% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | 7% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 3% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 11% |
| Females | 9% |
| Males | 13% |
| African American | 8% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 8% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 10% |
| Non-economically disadvantaged | 16% |
| Students with disability | 8% |
| Students with no reported disability | 12% |
| English learner | 0% |
| Fluent-English proficient and English only | 15% |
| Migrant education | n/a |
| Gifted and talented | 27% |
| Parent education - not a high school graduate | 14% |
| Parent education - high school graduate | 7% |
| Parent education - some college (includes AA degree) | 15% |
| Parent education - college graduate | 9% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 14% |
| All Students | 4% |
| Females | 3% |
| Males | 5% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 5% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 4% |
| Non-economically disadvantaged | 6% |
| Students with disability | n/a |
| Students with no reported disability | 5% |
| English learner | n/a |
| Fluent-English proficient and English only | 5% |
| Migrant education | n/a |
| Gifted and talented | 10% |
| Parent education - not a high school graduate | 5% |
| Parent education - high school graduate | 5% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 5% |
| All Students | 36% |
| Females | 40% |
| Males | 32% |
| African American | 23% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | 66% |
| Students with disability | 19% |
| Students with no reported disability | 38% |
| English learner | 6% |
| Fluent-English proficient and English only | 42% |
| Migrant education | n/a |
| Gifted and talented | 67% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 54% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | 28% |
| All Students | 17% |
| Females | 19% |
| Males | 14% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 8% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 50% |
| Economically disadvantaged | 14% |
| Non-economically disadvantaged | 24% |
| Students with disability | n/a |
| Students with no reported disability | 16% |
| English learner | n/a |
| Fluent-English proficient and English only | 18% |
| Migrant education | n/a |
| Gifted and talented | 21% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 7% |
| Parent education - some college (includes AA degree) | 21% |
| Parent education - college graduate | 23% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 39% |
| Females | 46% |
| Males | 33% |
| African American | 30% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 32% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 58% |
| Students with disability | 27% |
| Students with no reported disability | 40% |
| English learner | 0% |
| Fluent-English proficient and English only | 44% |
| Migrant education | n/a |
| Gifted and talented | 64% |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | 63% |
| Parent education - declined to state | 30% |
| All Students | 0% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 0% |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 14% |
| Females | 12% |
| Males | 16% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 9% |
| White (not Hispanic) | 17% |
| Economically disadvantaged | 11% |
| Non-economically disadvantaged | 18% |
| Students with no reported disability | 13% |
| English learner | n/a |
| Fluent-English proficient and English only | 14% |
| Migrant education | n/a |
| Gifted and talented | 15% |
| Parent education - not a high school graduate | 10% |
| Parent education - high school graduate | 10% |
| Parent education - some college (includes AA degree) | 11% |
| Parent education - college graduate | 12% |
| Parent education - graduate school/post graduate | 33% |
| Parent education - declined to state | n/a |
| All Students | 47% |
| Females | 51% |
| Males | 44% |
| African American | 38% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 70% |
| Students with disability | 43% |
| Students with no reported disability | 47% |
| English learner | 9% |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | 72% |
| Parent education - not a high school graduate | 41% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 49% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | 35% |
| All Students | 31% |
| Females | 29% |
| Males | 32% |
| African American | 33% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 46% |
| Students with disability | 10% |
| Students with no reported disability | 34% |
| English learner | 6% |
| Fluent-English proficient and English only | 36% |
| Migrant education | n/a |
| Gifted and talented | 51% |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 20% |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | 45% |
| Parent education - graduate school/post graduate | 53% |
| Parent education - declined to state | 25% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 2% |
| Females | 3% |
| Males | 2% |
| African American | 6% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 3% |
| Non-economically disadvantaged | 0% |
| Students with disability | 0% |
| Students with no reported disability | 3% |
| English learner | 0% |
| Fluent-English proficient and English only | 3% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 4% |
| Parent education - some college (includes AA degree) | 5% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 0% |
| All Students | 70% |
| Females | 67% |
| Males | 72% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | n/a |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | 63% |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 3% |
| Females | 3% |
| Males | 3% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 2% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 7% |
| Economically disadvantaged | 4% |
| Non-economically disadvantaged | 0% |
| Students with disability | 5% |
| Students with no reported disability | 3% |
| English learner | 0% |
| Fluent-English proficient and English only | 4% |
| Migrant education | n/a |
| Gifted and talented | 6% |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 10% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 4% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 43% |
| Females | 43% |
| Males | 43% |
| African American | 19% |
| Asian | 56% |
| Filipino | n/a |
| Hispanic or Latino | 34% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 65% |
| Students with disability | 13% |
| Students with no reported disability | 45% |
| English learner | 3% |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | 71% |
| Parent education - not a high school graduate | 37% |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | 63% |
| Parent education - declined to state | 16% |
| All Students | 8% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 8% |
| English learner | n/a |
| Fluent-English proficient and English only | 8% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 23% |
| Females | 19% |
| Males | 27% |
| African American | 11% |
| Asian | 64% |
| Filipino | n/a |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 40% |
| Economically disadvantaged | 15% |
| Non-economically disadvantaged | 38% |
| Students with disability | n/a |
| Students with no reported disability | 25% |
| English learner | n/a |
| Fluent-English proficient and English only | 24% |
| Migrant education | n/a |
| Gifted and talented | 38% |
| Parent education - not a high school graduate | 15% |
| Parent education - high school graduate | 15% |
| Parent education - some college (includes AA degree) | 21% |
| Parent education - college graduate | 35% |
| Parent education - graduate school/post graduate | 47% |
| Parent education - declined to state | 4% |
| All Students | 12% |
| Females | 20% |
| Males | 7% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 4% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 4% |
| Non-economically disadvantaged | 27% |
| Students with disability | n/a |
| Students with no reported disability | 13% |
| English learner | n/a |
| Fluent-English proficient and English only | 13% |
| Migrant education | n/a |
| Gifted and talented | 33% |
| Parent education - not a high school graduate | 9% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 48% |
| Females | 39% |
| Males | 55% |
| African American | 40% |
| Asian | 69% |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 66% |
| Students with disability | 29% |
| Students with no reported disability | 50% |
| English learner | 5% |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | 72% |
| Parent education - not a high school graduate | 40% |
| Parent education - high school graduate | 31% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 76% |
| Parent education - declined to state | 33% |
| All Students | 30% |
| Females | n/a |
| Males | 27% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 28% |
| English learner | n/a |
| Fluent-English proficient and English only | 33% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
363 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
369 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 80% |
| Females | 85% |
| Males | 76% |
| African American | 75% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Declined to state | n/a |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 93% |
| Economic Status Unknown | n/a |
| Students with disability | 45% |
| Tested with modifications | n/a |
| English learner | 43% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 87% |
| Females | 87% |
| Males | 87% |
| African American | 83% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Declined to state | n/a |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 100% |
| Economic Status Unknown | n/a |
| Students with disability | 60% |
| Tested with modifications | n/a |
| English learner | 66% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic | 64% | 51% | ||
| White | 16% | 27% | ||
| Black | 12% | 7% | ||
| Asian | 6% | 11% | ||
| American Indian/Alaska Native | 1% | 1% | ||
| Two or more races | 1% | 3% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 78% | N/A | 54% |
| English language learners 2 | 22% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 92% | 85% | ||
| Vietnamese | 3% | 2% | ||
| All other non-English languages | 1% | 1% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Hmong | 1% | 1% | ||
| Somali | 1% | 0% | ||
| Arabic | 0% | 1% | ||
| Farsi (Persian) | 0% | 0% | ||
| French | 0% | 0% | ||
| Ilocano | 0% | 0% | ||
| Khmer (Cambodian) | 0% | 0% | ||
| Lao | 0% | 0% | ||
| Thai | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 14 | N/A | 11 |
| Average years teaching | 14 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 96% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| School Leader's name |
|
| Fax number |
|
| Extra learning resources offered |
|
Tips for understanding school culture
TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.
2475 Grand Avenue
San Diego,
CA 92109
Website: Click here
Phone: (858) 273-1313
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