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Teacher quality
Principal leadership
Parent involvement
This was a great school but the current administration is uninspiring and ineffective. This used to boast one the best after school programs in the district and it has been replaced by something less than daycare. There are bright spots such as the top academic programs, cheer team and music program. However, these programs were mostly due to the work of the previous administration and staff that ran them. Such a shame to see a great school deteriorate because of the current leadership.
This is my son's last year at this school and I think I am going to be probably the most happiest come promotion day. For the past 3 years, I've had nothing but problems with the Principal and several teachers regarding my son. I'm a very involved parent and my goal has always been to work with staff, teachers and administrators to ensure my son is receiving the education he is entitled too. For the first two years, I was only notified when my son was doing poorly in a class by a progress report. The teachers would fail a child without notifying the parents. There needs to be an administrative change at this school, it has been poorly ran for 3 years due to the current Principal. Roosevelt has not successful reached California's standards for the past 3 years, the whole time this new principal came on board. I'm just so glad I have 4 more months until we are done with this school! Please parents do your research before enrolling your child. The presentations they put on to get your child are great but the actual experience there is awful!
—Submitted by a parent
I have to admit, this is a great school because I'm a great student. The world language program is divine while my seminar classes are interesting and enjoyable! (Seminar is the highest level, there's normal classes, gate or cluster, and then seminar.) I was even given the choice to take a high school level math class. In addition, the extra curricular programs are amazing! I am currently enrolled in Circle of Friends, ASB, and cheerleading. All these programs are free and so much fun! However, there are the bad kids and teachers that ruin it for everyone. I don't expect to get along with all my teachers but sometimes they're just unreasonable. Also, as mentioned earlier, the PDA enforcement is not strict so you do see a bit of it now and then. So if you're child is sheltered, I would recommend something else, perhaps private school?
It's not a very good school. The curriculum is okay; could be better and the children are very disrespectful. The P.D.A code is horrible! Wherever you walk there's couples making out. I hate this school and I'm glad that it's my last year. Also, the principle made our school stupid and hired a lot of teachers that the students don't like. I wouldn't recommend this school. It was the worst 3 years of my life.
My son has attended this school for 2 years. Being a parent and having open communication with the teachers and administrative staff are very important to me. I get none of that from the teachers. My son was doing poorly in school without my knowledge until the progress reports came home. I contacted the teachers via email and voicemails and had no response. The ones that would respond would email a couple weeks after I had sent mine with follow up emails. I have left messages for the attendance staff and principal through phone and email with no response. In my eyes the staff at this school is very lazy and clearly does not care about the education of their students. If you are a parent about to enroll your child, I would search for other options.
—Submitted by a parent
I know that lots of people say this is a great school but frankly its not. Ive been here three years and im about to leave for high school. This school wasnt that bad but its not great either. Since the zoo is right next to the school whenever you go run in PE you can smell all the animals... its not a nice smell. Anyway also some teachers here can not relate to you at all. Its like they dont even care. Sure the classes are small but what good is it if the teacher doesnt even try. Overall a good school but not the best...
I erolled my daughter to this school although it's 6 miles away from our house based on good reviews and recommendations of teachers and principal. It's worth the trip, my daughter is excelling academically due to good teachers and very low student-teacher ratio. Less than 20 students per teacher. In one of her class, there's only 13 kids. Their after school program is really good and free.
—Submitted by a parent
Dangerious school/most kids are out of control If you care about your kids do not send them here.
—Submitted by a parent
I sent my child to this school based on all th great things i heard about the staff and the principal in particular. Unfortunately she is no longer there. New principal seems lost and ineffective. Many new teachers who seem overwhelmed and unable to understand middleschoolers. PTO meetings are not highly attended. Some of the staff members are great but there are a few bad apples that make me wish I had choiced my child out oif this school.
—Submitted by a parent
My son has attended Roosevelt now for all three years, about to go to SDHS IS school. I cannot thank all his teachers enough for the incredible challenge and care they have given him. He has been transformed as a student. The IB MYP program is excellent, focusing on big ideas, and the 6 to 6 is the best ever.
—Submitted by a parent
The students have so much potential and the teachers are incredibly supportive.
Hi, I am a new student here and I <3 this school. I am in Girls In Scinece, and Newspaper. It is great - they give great disiplin but still makes school fun. We have our P.E teachers- Mrs. Trochman and Mr. Payne- for 6th grade. There great. One thing that I am very apreciated is that your councelers dont leave you they come with you during 6th,7th,and 8th.
—Submitted by a student
I really love Roosevelt! I went there for 6th, 7th, and 8th grade and graduated last year and am now a student at SDHS School of International Studies. Roosevelt really prepared me for high school and I feel the things I learned there will continue to help me my whole life. I still go back to visit all the teachers, who are amazing! I can talk to them about anything, and still do!
—Submitted by a student
this school is really excellent! i am a cheerleader and i have been in guitar club and fern street circus! this school has very great gate and seminar programs! the teachers do all they can to help you get to college! i also think that the staff are very encouraging! this school has improved over the years. being the san diego zoo's neighbor can be very noisy at times but that doesnt matter. if you want your child to go to a wonderful school and to be in a sport or group to have fun in, then i highly recommend this school. i have been going to this school for 2 years and i am an advanced cheerleader. before and after school there is a 6 to 6 program called primetime. the 6 to 6 program includes hoework club, activites, cheer, fern street circus, tae kwon do and more!
—Submitted by a student
This is my daughters 1st year and the International Studies is very structured and all the staff seemed to be very involved in the students education and motivating. Everyday my daughter comes home excited to tell me what she learned that day. I haven't seen her so intrigued with all that she is learning until this year. This program is a great motivator for my daughter who is now starting to ask questions about college in her future.
—Submitted by a parent
its a great school with a great program and i dont want to see them lose it over our economy
—Submitted by a teacher
My daughter attended this school for 7th and 8th grade in 2004-2006. Her experience was amazing for her once she made it into the Gate program. She was first enrolled in the basic program for the first 3 months. She did not particularly enjoy her new school with the classes. She may not have been challenged enough But thought the classes were drab, noisy (because the distractions with other students). However they have a very strict Zero-Tolerance policy for disruptive behavior. All the teachers and staff are on the same team. All the students are treated with respect and are expected to treat staff and peers the same. After she started the Gate program, it was a completely differnet enviornment. An incredible middle school experience for her. She loved it! Many options for after school activities, she enrolled in guitar, basketball, and tae kwon do. This school is amazing!
—Submitted by a parent
Roosevelt is an excellent school that continues to improve every year. The teachers are outstanding, the principal and administrators are easy to communicate with and take decisive action, and the students enjoy being at the school. The school is accredited as an International Baccalaureate School and has a focus on international awareness, the arts, community and service, and a holistic approach to education. One of the best things about the school is the communication with the principal and the teachers. They return phone calls, emails, and have an open door policy for parents. Any questions or concerns we have had were addressed quickly and effectively. We have a 6th and 8th grader at the school and recommend it highly.
—Submitted by a parent
I would not recommend. I was disappointed in the lack of attention toward the students. The assignments of one of the teachers seemed vague & lacked direction. I'm not sure if her assignments were better before she won a life-changing jackpot at a local casino. I had some concerns that either she is distracted now because of her personal life, or if this was her status quo. My son also told me of another teacher that reads paper-back novels in the class room. That did it for me. We're looking for something better.
—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 English Language Arts was 59% in 2012.
246 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
251 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 86% in 2012.
47 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
273 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
230 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 49% in 2012.
130 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
235 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
106 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
22 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
264 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
240 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 | 60% |
| Females | 61% |
| Males | 60% |
| African American | 57% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | n/a |
| Students with disability | 21% |
| Students with no reported disability | 63% |
| English learner | 21% |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 85% |
| Parent education - not a high school graduate | 47% |
| Parent education - high school graduate | 49% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | 48% |
| All Students | 51% |
| Females | 50% |
| Males | 52% |
| African American | 45% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | n/a |
| Students with disability | 5% |
| Students with no reported disability | 55% |
| English learner | 21% |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | 74% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 49% |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 72% |
| Parent education - declined to state | 26% |
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 | 79% |
| Females | 77% |
| Males | 80% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 80% |
| 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 | 92% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | n/a |
| All Students | 65% |
| Females | 68% |
| Males | 61% |
| African American | 75% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| 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 | 65% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | 3% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 46% |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 48% |
| All Students | 46% |
| Females | 43% |
| Males | 50% |
| African American | 61% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 49% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | n/a |
| Students with disability | 18% |
| Students with no reported disability | 48% |
| English learner | 13% |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | 77% |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | 58% |
| Parent education - declined to state | 50% |
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 | 39% |
| Females | 46% |
| Males | 32% |
| African American | 47% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 47% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 39% |
| English learner | n/a |
| Fluent-English proficient and English only | 40% |
| Migrant education | n/a |
| Gifted and talented | 58% |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 20% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | n/a |
| All Students | 57% |
| Females | 59% |
| Males | 56% |
| African American | 62% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| 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 | 58% |
| Non-economically disadvantaged | n/a |
| Students with disability | 31% |
| Students with no reported disability | 60% |
| English learner | 0% |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 84% |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 38% |
| All Students | 13% |
| Females | 13% |
| Males | 14% |
| African American | 9% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 11% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 13% |
| Non-economically disadvantaged | n/a |
| Students with disability | 0% |
| Students with no reported disability | 20% |
| English learner | 6% |
| Fluent-English proficient and English only | 18% |
| Migrant education | n/a |
| Gifted and talented | 36% |
| Parent education - not a high school graduate | 10% |
| Parent education - high school graduate | 11% |
| Parent education - some college (includes AA degree) | 15% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 29% |
| All Students | 91% |
| Females | n/a |
| Males | 100% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 91% |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | 90% |
| Fluent-English proficient and English only | 91% |
| Gifted and talented | 90% |
| 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 | 57% |
| Females | 57% |
| Males | 57% |
| African American | 59% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | n/a |
| Students with disability | 22% |
| Students with no reported disability | 64% |
| English learner | 11% |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 40% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 37% |
| All Students | 60% |
| Females | 54% |
| Males | 67% |
| African American | 62% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| 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 | 60% |
| Non-economically disadvantaged | n/a |
| Students with disability | 32% |
| Students with no reported disability | 63% |
| English learner | 14% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 66% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 26% |
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
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 6
Grade 7
Grade 8
All students
Female
Male
All students
African American
Hispanic or Latino
White (not Hispanic)
All students
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 or Latino | 65% | 49% | ||
| African American | 15% | 7% | ||
| White | 13% | 28% | ||
| Asian | 3% | 8% | ||
| Filipino | 3% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Multiple or No Response | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 31% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 85% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 94% | 85% | ||
| All other non-English languages | 2% | 1% | ||
| Indonesian | 1% | 0% | ||
| Thai | 1% | 0% | ||
| Turkish | 1% | 0% | ||
| Vietnamese | 1% | 2% | ||
| Arabic | 0% | 1% | ||
| Filipino (Pilipino or Tagalog) | 0% | 1% | ||
| Japanese | 0% | 0% | ||
| Khmer (Cambodian) | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 98% | N/A | 96% |
| Emergency credential or waiver | 2% | N/A | 2% |
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3366 Park Boulevard
San Diego,
CA 92103
Website: Click here
Phone: (619) 293-4450
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