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GreatSchools Rating

Pacific Beach Middle School

Public | 6-8 | 673 students

We are best known for IB Middle Years Programme.
Last modified
Community Rating

3 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 2 ratings
2011:
Based on 2 ratings
2010:
Based on 13 ratings

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33 reviews of this school


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Posted May 30, 2012

While this school may show satisfactory performance on standardized testing, administration (the principal, specifically) does little to nothing to protect its students from bullying. The bullied are blamed and the horrific acts are brushed under the rug. When the bullied child's grades drop because he/she is depressed and giving up in school, this is taken into account to the child's detriment when bullying concerns are brought up by parents. I am glad my children do not attend PB Middle School, and I would not recommend it to anyone whose child may be bullied. If your child is a bully, don't worry. They won't get a consequence- Sincerely, A special education teacher
—Submitted by a teacher


Posted May 30, 2012

I work with children professionally & am a mother. PBMS is hands down, by far, the WORST school I have ever seen. Some of the teachers have already received their pink slips & have a apathetic, cavalier attitude. The administration is uncaring, unconcerned, and shockingly pompous for individuals who have chosen this as their career, yet are doing such a poor job. The principal doesn't even have a working voicemail. Bullying is rampant, racism is real and omnipresent, yet apathy and helplessness is embedded in the PBMS culture. If you're the type of parent that barely slows their car when dropping off their child in the morning, this school will be great. It looks ok on the surface, and maybe your child will get lucky. God knows if you send out an email to your child's teacher, you wont be bothered by one in return. But if you are an involved, concerned parent, RUN AS FAST AND AS FAR AWAY AS YOU CAN. As far as Dr. Martel, the principal? She is a prime example of what happens as bullies age...mean, patronizing, duplicitous, and unable to accept or acknowledge fault...thus, a large part of why PBMS is the way it is. Children everywhere will be better off for her retirement.
—Submitted by a parent


Posted October 12, 2011

As a student, I know what PBMS is really like. This is my second year at PBMS, and I am loving it. The teachers are not so strict as to punish every little flaw and scare students. They do not let kids run wild either. Some people do not like the fact that the school is about mostly Spanish-speaking, but I think it is good to play and learn with other cultures. I have even learned a few words from them, mostly about soccer. The International Baccalaureate program is fantastic because we learn about the whole world and what is happening in it. If we know the current problems, wars, and politics of the world, we can turn those situations around in the near future. We are, after all, the voting citizens of the United States in a few years. This school is equally devoted to the teaching of both boys and girls, and there is no racist problem either. Once again, I love PBMS and I highly recommend this school.


Posted January 2, 2011

If you are considering this school for your children watch out. One in seven students is on an IEP plan. This means that the PBMS administration identifies one in seven students as having a learning disability. The administration aggressively pushes these special education programs to students who are not performing well without explaining the drawbacks of the program or other alternatives to parents. Minorities are overrepresented in these programs. Also, once your child is on an IEP plan, only the team can decide when the IEP plan is no longer needed. What are the benefits to this school to have so many IEP students? Does the school receive special funding for these students? Are IEP students test scores considered a special category so they don't affect overall test scores for the school? Statistically, what is the number of hispanic students that attend vs. the number that are identified as having a learning disability? What is the number of students nationally that are identified as having a learning disability vs. the one in seven rate at PBMS? These are questions every parent should ask if they are asked to participate in an IEP meeting.
—Submitted by a parent


Posted December 3, 2010

As a parent of three boys who have either attended or are currently attending PBMS, I couldn't be more happy with the educational rigor, opportunities for personal growth & phenominal staff at the school. All three of my boys work hard and have consistently achieved outstanding grades. The physical education program is superb as well, which for my active boys was the perfect balance to the educational challenge. The Spanish language and band options provide additional enrichment. I would recommend this school for any SD student!
—Submitted by a parent


Posted July 28, 2010

The secret issue with PB Middle is that their system is set up for girls, so the majority of boys don't get good grades. Even boys with good state test scores don't get good grades. A couple years ago, some parents figured out that only about 15 of the 95 7th grade boys could get a B or better, yet over 50 of these boys scored high on the state test. Reportedly, these numbers got worse last year. PBMS could be a great school if they would address it.
—Submitted by a parent


Posted June 15, 2010

PB middle has consistently exceeded my expectations. My student has spent the last two years at the school and we wouldn't think of going anywhere else. The staff is amazing, teachers and administration alike. Almost every teacher my student has had has been incredible and gone above and beyond. They all are very good at parent communication, I usually get an email back the same day I send one. The IB program and the extra clubs and activities offered are great. Its wonderful to see that even with all the state cuts, that the staff and active parent community has found a way to keep these going. I am so happy my student has had the oppurtunity to attend here. We had no idea when he started 6th grade that it would be such a positive experience.
—Submitted by a parent


Posted June 9, 2010

My daughter started her 1st year this year and had an absolute wonderful transition for 5th to 6th grade. Her teachers are so amazing...they are full of inspiration and support. The positive reward systems that are in each class and throughout the whole school continue to keep my daughter motivated. All the parent involvement and cooperation from the staff to start new programs, go on field trips, create clubs etc. are a huge reason my daughter loves her school. I want to Thank all the staff and the parent volunteers who make this such a well rounded school!!!!!! GO PBMS!!!
—Submitted by a parent


Posted June 7, 2010

My daughter started at a different middle school in 6th grade and hated it. PBMS is a wonderful school with excellent academics. We really like the uniforms. The students have a feeling of a small school environment because the way things are setup. It is a very challenging school.
—Submitted by a parent


Posted June 6, 2010

My son has had a great 3 years of middle school, through the support of the IB standards. He can think in a more advanced manner than I didn't learn until college years. What a terrific experience it has been!
—Submitted by a parent


Posted June 6, 2010

We have a son attending now and another that has graduated. We are particularly impressed with the IB programme, along with some of the truly outstanding teachers at this school. Big kudos to the principal, Julie Martels, and to Mr. G!
—Submitted by a parent


Posted June 5, 2010

My daughter has excelled at this school since the day she began 6th grade. She has now been honored for the third year in a row with the National Junior Honor Roll Society award. Her teachers go above and beyond with their caring, concern and teaching methods to make sure that all students can do their best. I am thankful we sent our daughter here and happy that my son will be attending in another year. The staff here can't be beat.
—Submitted by a parent


Posted June 5, 2010

This school has been pretty good. I like the IB program. The teachers seem to be doing a wonderful job as well.
—Submitted by a parent


Posted June 4, 2010

Did you know that for the 2009-2010 school year PB MIddle students contributed over 12,000 hours of service to the local and global community? Our students care.
—Submitted by a teacher


Posted April 27, 2010

The teachers I have a great; except for two who are extrodinary, and they are always challenging me to do my best. The teachers make school very fun and I got put in good clases with great teachers so I am lucky. The clases aren't to hard but hard enough to keep me from bieng bored because I need to be challenged.
—Submitted by a student


Posted April 26, 2010

The school is overwhelmed with an influx of students bussed in from other parts of the city. The community students and parents are completely outnumbered by people who cannot be involved in school affairs or community issues as they don't live in the community. The language of the playground is Spanish.
—Submitted by a parent


Posted March 25, 2010

The teachers in this school are phenomenal...my daughter loves going to school at PBMS, and her grades reflect the passion of the teachers. If you're looking for a wholesome environment for your child complete with caring educators, PBMS should be your first stop!
—Submitted by a parent


Posted February 5, 2010

This school is the best! I found a lot of friends there!
—Submitted by a student


Posted September 4, 2008

This is my 5th consecutive year year with children at PBMS and it just keeps getting better and better. The International Baccalaureate Program is the best in public education. My children are well educated, unpretentious and happy. The PTO is comprised of an amazing group of parents who are not afraid to roll up their sleeves and get involved. PBMS is a true success story and just wait -- the new principal, Dr. Martel, is going to take PBMS to even greater heights.
—Submitted by a parent


Posted July 23, 2008

My daughter attended PB Middle last year and I am excited that my son will be starting 6th grade at PB Middle this year. There is a wonderfully diverse group of students at PB Middle and they represent kids from every walk of life. A true reflection of our great city. My child thrived at PB Middle, participating in band, choir, athletics, math competition etc. She has wonderful friends, she is definitely academically challenged, and she enjoys going to school. The principal is amazing and very accessible. We look forward to another great year!
—Submitted by a parent


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

About these ratings

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

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

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

This school's
API score

817

Change from
2011 to 2012

+50

API Statewide Rank
(2011)

5 / 10

API Similar Schools Rank (2011)

4 / 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 met all student subgroup API targets for 2012

This school's
API score

817

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

+50

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

5 / 10

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

4 / 10

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

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

177 students were tested at this school in 2012.

2012

 
 
64%

2011

 
 
54%

2010

 
 
59%

2009

 
 
47%
Math

The state average for Math was 55% in 2012.

178 students were tested at this school in 2012.

2012

 
 
67%

2011

 
 
59%

2010

 
 
65%

2009

 
 
54%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

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

47 students were tested at this school in 2012.

2012

 
 
91%

2011

 
 
76%

2010

 
 
66%

2009

 
 
100%
English Language Arts

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

217 students were tested at this school in 2012.

2012

 
 
63%

2011

 
 
52%

2010

 
 
51%

2009

 
 
53%
Math

The state average for Math was 52% in 2012.

170 students were tested at this school in 2012.

2012

 
 
47%

2011

 
 
47%

2010

 
 
35%

2009

 
 
46%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

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

109 students were tested at this school in 2012.

2012

 
 
56%

2011

 
 
43%

2010

 
 
54%

2009

 
 
71%
English Language Arts

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

206 students were tested at this school in 2012.

2012

 
 
62%

2011

 
 
46%

2010

 
 
47%

2009

 
 
42%
General Mathematics (Grades 6 & 7 Standards)

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

80 students were tested at this school in 2012.

2012

 
 
20%

2011

 
 
27%

2010

 
 
27%

2009

 
 
29%
Geometry

The state average for Geometry was 87% in 2012.

36 students were tested at this school in 2012.

2012

 
 
80%

2011

 
 
75%

2010

 
 
92%

2009

 
 
100%
History - Social Science Grade 8 Cumulative

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

227 students were tested at this school in 2012.

2012

 
 
51%

2011

 
 
42%

2010

 
 
48%

2009

 
 
40%
Science

The state average for Science was 66% in 2012.

204 students were tested at this school in 2012.

2012

 
 
74%

2011

 
 
51%

2010

 
 
57%

2009

 
 
45%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

All Students64%
Females64%
Males64%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged51%
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability64%
English learner11%
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduate39%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)71%
Parent education - college graduate82%
Parent education - graduate school/post graduate86%
Parent education - declined to state52%

Math

All Students67%
Females66%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged54%
Non-economically disadvantaged90%
Students with disability55%
Students with no reported disability68%
English learner31%
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate40%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)74%
Parent education - college graduate84%
Parent education - graduate school/post graduate95%
Parent education - declined to state60%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

Algebra I

All Students91%
Females84%
Males96%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino88%
White (not Hispanic)96%
Economically disadvantaged83%
Non-economically disadvantaged94%
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)91%
Parent education - college graduate100%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a

English Language Arts

All Students63%
Females64%
Males63%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged49%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability64%
English learner20%
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduate46%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)77%
Parent education - college graduate77%
Parent education - graduate school/post graduate88%
Parent education - declined to state45%

Math

All Students47%
Females45%
Males49%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged40%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability47%
English learner15%
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talented68%
Parent education - not a high school graduate28%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)66%
Parent education - college graduate61%
Parent education - graduate school/post graduaten/a
Parent education - declined to state41%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

Algebra I

All Students56%
Females61%
Males49%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)57%
Economically disadvantaged49%
Non-economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability57%
English learnern/a
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talented67%
Parent education - not a high school graduate31%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)57%
Parent education - college graduate61%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students62%
Females70%
Males51%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged52%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability62%
English learner15%
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduate41%
Parent education - high school graduate59%
Parent education - some college (includes AA degree)60%
Parent education - college graduate77%
Parent education - graduate school/post graduate83%
Parent education - declined to state36%

General Mathematics (Grades 6 & 7 Standards)

All Students20%
Females24%
Males16%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino20%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)14%
Economically disadvantaged17%
Non-economically disadvantaged36%
Students with disability0%
Students with no reported disability28%
English learner3%
Fluent-English proficient and English only31%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate6%
Parent education - high school graduate24%
Parent education - some college (includes AA degree)27%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state24%

Geometry

All Students80%
Females81%
Males80%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino83%
White (not Hispanic)84%
Economically disadvantaged83%
Non-economically disadvantaged79%
Students with no reported disability83%
Fluent-English proficient and English only81%
Gifted and talented81%
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 graduate69%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students51%
Females53%
Males49%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged39%
Non-economically disadvantaged75%
Students with disability14%
Students with no reported disability57%
English learner8%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talented78%
Parent education - not a high school graduate31%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)51%
Parent education - college graduate69%
Parent education - graduate school/post graduate87%
Parent education - declined to state34%

Science

All Students74%
Females75%
Males71%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged67%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability73%
English learner32%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduate66%
Parent education - high school graduate68%
Parent education - some college (includes AA degree)80%
Parent education - college graduate79%
Parent education - graduate school/post graduate86%
Parent education - declined to state56%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
Hispanic or Latino 67% 49%
White 23% 28%
African American 6% 7%
Asian 2% 8%
Filipino 1% 3%
Pacific Islander 1% 1%
American Indian or Alaska Native 0% 1%
Multiple or No Response 0% 3%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 130%N/A24%
Students eligible for free or reduced-price lunch program 270%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 100% 85%
Japanese 0% 0%
Source: CA Dept. of Education, 2007-2008

Teacher experience

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

Teacher credentials

  This school District averageState average
Full credential 95%N/A96%
Emergency credential or waiver 2%N/A2%
Source: CA Dept. of Education, 2008-2009

Awards

Academic awards received in the past 3 years
  • Spotlight School for California Association of IB World Schools (2009)
  • Governor's Award for Physical Education (2007)
  • CA IB Middle Years Programme Educator of the Year (2008)

Science, Technology, Engineering, & Math (STEM)

Clubs
  • Gardening

Arts & music

Music
  • Band
  • Choir / Chorus
Media arts
  • Video / Film production
Clubs
  • Yearbook

Language learning

Specific academic themes or areas of focus
  • Foreign languages
Foreign languages taught
  • Spanish

Health & athletics

School facilities
  • Access to sports fields
Clubs
  • Gardening

Gifted & talented

Instructional and/or curriculum models used
  • Accelerated credit learning
  • Gifted / high performing
  • Honors track
School leaders can update this information here.

School basics

Before school or after school care / program onsite
  • After school
School Leader's name
  • Julie Martel
Best ways for parents to contact the school
  • Email
Is there an application process?
  • Yes
Fax number
  • (858) 270-8063

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Accelerated credit learning
  • Gifted / high performing
  • Honors track
Specific academic themes or areas of focus

Don't understand these terms?
  • Foreign languages
Foreign languages taught
  • Spanish

Resources

Extra learning resources offered
  • Career/college counseling
  • Remediation
School facilities
  • Access to sports fields
  • Auditorium
  • Cafeteria
  • Computer
  • Garden
  • Library
School leaders can update this information here.

Sports

Boys sports
  • Basketball
  • Flag Football, Futsal
  • Soccer
  • Wrestling
Girls sports
  • Basketball
  • Field hockey
  • Futsal
  • Lacrosse
  • Soccer
  • Tennis
  • Volleyball

Arts & music

Music
  • Band
  • Choir / Chorus
Media arts
  • Video / Film production

Student clubs

Clubs (distinct from courses)
  • Gardening
  • Yearbook
School leaders can update this information here.

School culture

Dress Code
  • Uniforms
School leaders can update this information here.

Apply

 

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.

 
Apply now
 

What are your chances?

Students typically come from these schools
Kate Sessions Elementary: An IB World School
Pacific Beach Elementary School
Bayview Terrace Elementary School

Planning ahead

Students typically attend these schools after graduating
Mission Bay High: An IB World School
Notice an inaccuracy? Let us know!

4676 Ingraham Street
San Diego, CA 92109
Website: Click here
Phone: (858) 273-9070

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