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GreatSchools Rating

Roosevelt International Middle School

Public | 6-8 | 810 students

Last modified
Community Rating

3 stars

Community Rating by Year
2013:
Based on 3 ratings
2012:
Based on 3 ratings
2011:
Based on 2 ratings
2010:
Based on 6 ratings

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Parent involvement

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26 reviews of this school


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Posted February 10, 2013

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 This used to boast one the best after school programs in the district and it has been replaced by something less than daycare.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.


Posted February 6, 2013

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


Posted January 4, 2013

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?


Posted November 22, 2012

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.


Posted June 4, 2012

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


Posted January 15, 2012

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...


Posted April 13, 2011

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


Posted January 14, 2011

Dangerious school/most kids are out of control If you care about your kids do not send them here.
—Submitted by a parent


Posted November 25, 2010

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


Posted June 10, 2010

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


Posted April 24, 2010

The students have so much potential and the teachers are incredibly supportive.


Posted April 22, 2010

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


Posted February 15, 2010

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


Posted February 12, 2010

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


Posted October 23, 2009

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


Posted October 23, 2009

its a great school with a great program and i dont want to see them lose it over our economy
—Submitted by a teacher


Posted October 23, 2009

i love this school!!!!!!! and so does my son.
—Submitted by a parent


Posted May 1, 2009

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


Posted March 8, 2009

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


Posted February 8, 2009

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.

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

786

Change from
2011 to 2012

+14

API Statewide Rank
(2011)

5 / 10

API Similar Schools Rank (2011)

10 / 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 its schoolwide API target for 2012.
  • 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 met all student subgroup API targets for 2012

This school's
API score

786

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

+14

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)

10 / 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.

246 students were tested at this school in 2012.

2012

 
 
60%

2011

 
 
53%

2010

 
 
50%

2009

 
 
49%
Math

The state average for Math was 55% in 2012.

251 students were tested at this school in 2012.

2012

 
 
51%

2011

 
 
51%

2010

 
 
43%

2009

 
 
48%
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

 
 
79%

2011

 
 
79%

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

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

273 students were tested at this school in 2012.

2012

 
 
65%

2011

 
 
56%

2010

 
 
49%

2009

 
 
45%
Math

The state average for Math was 52% in 2012.

230 students were tested at this school in 2012.

2012

 
 
46%

2011

 
 
45%

2010

 
 
46%

2009

 
 
41%
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.

130 students were tested at this school in 2012.

2012

 
 
39%

2011

 
 
36%

2010

 
 
52%

2009

 
 
31%
English Language Arts

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

235 students were tested at this school in 2012.

2012

 
 
57%

2011

 
 
58%

2010

 
 
45%

2009

 
 
35%
General Mathematics (Grades 6 & 7 Standards)

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

106 students were tested at this school in 2012.

2012

 
 
13%

2011

 
 
21%

2010

 
 
25%

2009

 
 
16%
Geometry

The state average for Geometry was 87% in 2012.

22 students were tested at this school in 2012.

2012

 
 
91%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
100%
History - Social Science Grade 8 Cumulative

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

264 students were tested at this school in 2012.

2012

 
 
57%

2011

 
 
56%

2010

 
 
41%

2009

 
 
25%
Science

The state average for Science was 66% in 2012.

240 students were tested at this school in 2012.

2012

 
 
60%

2011

 
 
67%

2010

 
 
48%

2009

 
 
34%
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 Students60%
Females61%
Males60%
African American57%
Asiann/a
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged60%
Non-economically disadvantagedn/a
Students with disability21%
Students with no reported disability63%
English learner21%
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talented85%
Parent education - not a high school graduate47%
Parent education - high school graduate49%
Parent education - some college (includes AA degree)46%
Parent education - college graduate85%
Parent education - graduate school/post graduate88%
Parent education - declined to state48%

Math

All Students51%
Females50%
Males52%
African American45%
Asiann/a
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged51%
Non-economically disadvantagedn/a
Students with disability5%
Students with no reported disability55%
English learner21%
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talented74%
Parent education - not a high school graduate33%
Parent education - high school graduate49%
Parent education - some college (includes AA degree)45%
Parent education - college graduate68%
Parent education - graduate school/post graduate72%
Parent education - declined to state26%
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 Students79%
Females77%
Males80%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino76%
White (not Hispanic)72%
Economically disadvantaged79%
Non-economically disadvantagedn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented80%
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 graduate92%
Parent education - graduate school/post graduate75%
Parent education - declined to staten/a

English Language Arts

All Students65%
Females68%
Males61%
African American75%
Asiann/a
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged65%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability66%
English learner3%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduate46%
Parent education - high school graduate56%
Parent education - some college (includes AA degree)63%
Parent education - college graduate72%
Parent education - graduate school/post graduate89%
Parent education - declined to state48%

Math

All Students46%
Females43%
Males50%
African American61%
Asiann/a
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)49%
Economically disadvantaged46%
Non-economically disadvantagedn/a
Students with disability18%
Students with no reported disability48%
English learner13%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talented77%
Parent education - not a high school graduate25%
Parent education - high school graduate55%
Parent education - some college (includes AA degree)41%
Parent education - college graduate50%
Parent education - graduate school/post graduate58%
Parent education - declined to state50%
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 Students39%
Females46%
Males32%
African American47%
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)47%
Economically disadvantaged39%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability39%
English learnern/a
Fluent-English proficient and English only40%
Migrant educationn/a
Gifted and talented58%
Parent education - not a high school graduate36%
Parent education - high school graduate20%
Parent education - some college (includes AA degree)39%
Parent education - college graduate56%
Parent education - graduate school/post graduate69%
Parent education - declined to staten/a

English Language Arts

All Students57%
Females59%
Males56%
African American62%
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)70%
Economically disadvantaged58%
Non-economically disadvantagedn/a
Students with disability31%
Students with no reported disability60%
English learner0%
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talented84%
Parent education - not a high school graduate48%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)65%
Parent education - college graduate67%
Parent education - graduate school/post graduate82%
Parent education - declined to state38%

General Mathematics (Grades 6 & 7 Standards)

All Students13%
Females13%
Males14%
African American9%
Asiann/a
Filipinon/a
Hispanic or Latino11%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged13%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disability20%
English learner6%
Fluent-English proficient and English only18%
Migrant educationn/a
Gifted and talented36%
Parent education - not a high school graduate10%
Parent education - high school graduate11%
Parent education - some college (includes AA degree)15%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state29%

Geometry

All Students91%
Femalesn/a
Males100%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantaged91%
Non-economically disadvantagedn/a
Students with no reported disability90%
Fluent-English proficient and English only91%
Gifted and talented90%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students57%
Females57%
Males57%
African American59%
Asiann/a
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged57%
Non-economically disadvantagedn/a
Students with disability22%
Students with no reported disability64%
English learner11%
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduate40%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)67%
Parent education - college graduate70%
Parent education - graduate school/post graduate83%
Parent education - declined to state37%

Science

All Students60%
Females54%
Males67%
African American62%
Asiann/a
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged60%
Non-economically disadvantagedn/a
Students with disability32%
Students with no reported disability63%
English learner14%
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate42%
Parent education - high school graduate59%
Parent education - some college (includes AA degree)66%
Parent education - college graduate74%
Parent education - graduate school/post graduate82%
Parent education - declined to state26%
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 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%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 131%N/A24%
Students eligible for free or reduced-price lunch program 285%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 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%
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 12N/A11
Average years teaching 12N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 98%N/A96%
Emergency credential or waiver 2%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

3366 Park Boulevard
San Diego, CA 92103
Website: Click here
Phone: (619) 293-4450

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