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Nubia Leadership Academy

Charter | K-6

 

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Community Rating

4 stars


Teacher quality

Principal leadership

Parent involvement

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19 reviews of this school


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Posted June 27, 2007

As with every other school in the district, this school is not perfect. But, my child will remain here as long as possible. She is now in first grade and she got an excellent education as kindergartner. I make it my personal mission to know what's going on in this school and of coarse, that pays off. Parents are just as responsible in their child's education inside the classroom as the school's staff. My daughter always talks about her 'cool' art projects and tae kwon doe. And she always has a song to sing about something new she's learned. Anyone in that school that my daughter had contact with on a regular basis, I did as well. The school is great because the staff as well as my personal involvement make it that way.
—Submitted by a parent


Posted April 25, 2007

I was a former student at Nubia and I think it is a ok school and all but the staff should improve. How ever the teachers are great really great and now i'm in the 7th grade and I still see some of my favorite teachers there and I still sometimes even go to Nubia and yea I think it is a great school and this school is the reason i'm in a gate class so if you want your child to have a good education then send them to Nubia
—Submitted by a former student


Posted April 19, 2006

My son went to Nubia for his first 2 years of school, thank god he had really good trachers so he as an individual did very well in his grades but I felt that the school did not have much ethnic diversity which is a shame because that is a part of life, My son comes from many different backgrounds and I feel that he was not growing in a way that he would know how to deal with other cultures and religions. Anyway I saw that other kids that had the same issue were also treated different by most of the students there. So I sent my kid to another school. I did like that they went on alot of field trips and alway had the kids doing some kind of activity.
—Submitted by a parent


Posted September 5, 2005

I felt that my child wasn't learning what I hope that a fourth grader should. I spend almost everyday at the school when my child was in the fourth grade and I knew that she would be returning the following year.
—Submitted by a parent


Posted August 26, 2005

My son has had good and bad experience at Nubia. So far the Teachers he has had were superb. The students & other staff need to show respect to all; and improve on communication. I feel there is favortism given to some of the students. The Principal could show better leadership and repond to inquiries and e-mails. There is always room for improvement and Nubia needs to head in that direction. I have mix reviews about Nubia on a scale of 1-10 Nubia gets a 4.5.
—Submitted by a parent


Posted May 31, 2005

Nubia Leadership Academy has some of the best teachers in San Diego County. Many of them have a genuine and vested interest in the children's growth, academically and educationally. Some of the teachers are pursuing higher education, in order to provide better service to the students. It is encouraged by the Principal to continuously improve teacher's skill level of teaching. I would recommend parents who children are in K-4 to attend Nubia Leadership Academy.
—Submitted by a parent


Posted May 4, 2005

Nubia is a great school. I was really impressed with their program that sends 6th graders that have met certain academic and citizenship qualifications to Europe for a week as part of their social studies curriculum. They also offer Taekwondo lessons once a week to students and have a safety week which is alot of fun for the children. They also require that all parents sign a contract to committ to volunteering a certain number of hours per year, they have many opportunities available.
—Submitted by a parent


Posted April 2, 2005

My daughter has been attending Nubia since the 1st grade and is now in the 3rd and she enjoys school very much. We as parents instill a lot of discipline and extra educational curriculum ourselves for our child. She is a top student and receives several awards a year and gets all A's in class however,I am afraid that if Nubia does not step up to the world of technology she will fall behind. Due to they are not even using computers in class yet and the physical education needs to be more involved in the curriculum. They teach Tae kwondo and my daugter attends one day a week and with the rise of obesity and overweight in children we need more activity. Overall the school works well with what they have but they need to improve in some areas.
—Submitted by a parent


Posted April 1, 2005

As a former parent of a student that attended Nubia I was pleased with my childs first grade experience and teacher whom went the extra mile and dedicated her time assist my child in improving academically. Unfortunately, not all staff shows such dedication or team effort. I believe the neccesity to strive to ones potential derives from an institute that is well structured. Nubia needs to work on structure. Therefore, I do not recommend this school as a suitable academic program.
—Submitted by a parent


Posted February 23, 2005

This school has given my son a great start from k-4 so far. Most of the teachers he has had have been willing to challenge him to do well academically. There are no music or sports activities available. Tae Kwon Do is taught and is a great tool for discipline. The test scores are good.
—Submitted by a parent


Posted September 9, 2004

I am very pleased with my childs teacher this year. As it is his first school experience, I am thankful to have a male teacher who seems to really care about the kids.
—Submitted by a parent


Posted September 8, 2004

As the parent of a former student who attended Nubia from K-5th Grade, I must say that the total Leadership of the school needs to be revamped from the bottom up. The school offered so much promise for future growth initially but failed to meet the demands of the ever-changing needs of the students, faculty and staff. Although my child achieved greatly, I am highly disappointed in the examples being set at this school and would not recommend Nubia to any potential faculty, students or otherwise. Parents need to do whatever it takes to ensure the success of their childs' academic well-being and this includes researching the school prior to registration.
—Submitted by a former student


Posted June 27, 2004

My two nieces attend this school. They love the school and their teachers. My sister told me about the school, and since my family will be moving temporarily to the area, I am thinking of enrolling one of my children to the school.
—Submitted by a parent


Posted June 6, 2004

My daughter has attended Nubia for two years. I have seen amazing growth both in her academics and her confidence. She misses the school she used to attend, but loves Nubia. When your chid enjoys school, their teachers, and friends, then you know they are going to get the most out of their education. I know that the school can improve in many areas, but with what they have, they are doing an incredible job!
—Submitted by a parent


Posted May 12, 2004

My son has been at Nubia since the first grade. His first two years there were wonderful, there was structure, teachers were concerened about their students. Now he's in the fourth grade, and on my days off I like to go the school. There's lack of discipline at the school, kids are disrespectful to the teachers. This school can improve, and as a parent I would like to see this happen. The Principal could also improve in her leadership role.
—Submitted by a parent


Posted May 11, 2004

I had some mixed reviews before entering my son into kindergardenat Nubia. I heard good and bad things. In the end we did enroll him. My son teacher, Ms. Paula is the best. We have seen a major change in his behavior and academic studies. She has lots of patience. I'm so glad that we made the decision to take our son to Nubia. We look forward to many more successful years at Nubia. Thanks Nubia!
—Submitted by a parent


Posted June 24, 2003

My son was a student at Nubia from 1998 to graduating this year from the sixth grade. He has learned to enjoy reading and writing. He enjoys poety and even writes now and then. He has learned to have pride in who he is and to be accountable for things he has done. At times it was a battle to get things done, but with the support from school and at home things were accomplished. At Nubia one of the most important things is every child needs that support and love from home. Parent involvement is a key factor in our children getting a head start in life. Because of this my son is looking forward to middle school and will be able to put his best foot forward because of the strong foundation he has received from school and home. But like anything else there are some shortcomings at Nubia. Supplies are in demand and every parent needs to be involved in the education process.


Posted June 21, 2003

Fortunately our girls have had wonderful teachers in the past two years. Unforturnatly there were issues with supplies and textbooks in their classrooms. I do hope that in the new year all classes will have the text books and supplies needed for children to stay on track.


Posted June 13, 2003

There is always room for improvement at any school and Nubia does put its foot forward in discipline and try to get parent particapation so for its effort they rank a 5. Im not impressed with the before and after school staff its in need of professionalism as well as empathy for all children they were once young themselves.


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

688

Change from
2012 to 2013

-39

API Statewide Rank
(2012)

1 / 10

API Similar Schools Rank (2012)

5 / 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 did not meet its schoolwide API target for 2013.
  • This school has not yet 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

688

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

-39

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)

1 / 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)

5 / 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.

27 students were tested at this school in 2013.

2013

 
 
23%

2012

 
 
36%

2011

 
 
24%

2010

 
 
33%
Math

The state average for Math was 65% in 2013.

27 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
56%

2011

 
 
30%

2010

 
 
35%
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.

26 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
12%

2011

 
 
24%

2010

 
 
24%
Math

The state average for Math was 66% in 2013.

26 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
35%

2011

 
 
47%

2010

 
 
49%
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.

16 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
39%

2011

 
 
54%

2010

 
 
40%
Math

The state average for Math was 72% in 2013.

16 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
35%

2011

 
 
57%

2010

 
 
44%
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.

20 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
58%

2011

 
 
36%

2010

 
 
27%
Math

The state average for Math was 65% in 2013.

21 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
23%

2011

 
 
11%

2010

 
 
37%
Science

The state average for Science was 57% in 2013.

20 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
50%

2011

 
 
34%

2010

 
 
6%
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.

13 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
35%

2011

 
 
31%

2010

 
 
48%
Math

The state average for Math was 55% in 2013.

13 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
24%

2011

 
 
3%

2010

 
 
24%
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 Students23%
Femalesn/a
Males15%
African American16%
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 disadvantaged22%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability30%
English learnern/a
Fluent-English proficient and English only19%
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 Students35%
Femalesn/a
Males21%
African American39%
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 disadvantaged35%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability45%
English learnern/a
Fluent-English proficient and English only32%
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

English Language Arts

All Students35%
Females36%
Males33%
African American27%
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 disadvantaged32%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability36%
English learnern/a
Fluent-English proficient and English only33%
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 Students54%
Females43%
Males67%
African American45%
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 disadvantaged52%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability56%
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 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

English Language Arts

All Students56%
Femalesn/a
Malesn/a
African American57%
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 disadvantaged56%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability60%
English learnern/a
Fluent-English proficient and English only60%
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 Students50%
Femalesn/a
Malesn/a
African American50%
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 disadvantaged50%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability53%
English learnern/a
Fluent-English proficient and English only53%
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

English Language Arts

All Students40%
Females50%
Malesn/a
African American33%
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 disadvantaged40%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability40%
English learnern/a
Fluent-English proficient and English only40%
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)36%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students40%
Females50%
Malesn/a
African American33%
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 disadvantaged40%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability42%
English learnern/a
Fluent-English proficient and English only40%
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)30%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students35%
Females42%
Malesn/a
African American27%
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 disadvantaged35%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability35%
English learnern/a
Fluent-English proficient and English only35%
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)36%
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

English Language Arts

All Students39%
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 disadvantaged38%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability38%
English learnern/a
Fluent-English proficient and English only38%
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 Students46%
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 disadvantaged46%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability46%
English learnern/a
Fluent-English proficient and English only46%
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

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 State average
Black 77% 6%
Hispanic 14% 52%
Two or more races 6% 3%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
White 0% 26%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 39%N/A55%
Source: NCES, 2011-2012

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • Rosalind Jackson
Fax number
  • (619) 262-0084

Resources

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

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6134 Benson Avenue
San Diego, CA 92114
Website: Click here
Phone: (619) 262-0050

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