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GreatSchools Rating

Standley Middle School

Public | 6-8

 

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Living in San Diego

Situated in an urban neighborhood. The median home value is $277,000. The average monthly rent for a 2 bedroom apartment is $1,860.

Source: Sperling's Best Places
 
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 8 ratings
2013:
Based on 18 ratings
2012:
Based on 7 ratings
2011:
Based on 5 ratings

Teacher quality

Principal leadership

Parent involvement

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68 reviews of this school


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Posted July 1, 2014

This school was absolutely terrible for me. I have ran into a bunch of bullying issues, and the counselor and teachers have done nothing about it. Even though the teachers were very kind and helpful I hated everyday I went there. I have been to six different schools throughout my entire education and that one school was the worst by far.


Posted June 10, 2014

As a parent I am very discouraged with Standley. The teachers do not return emails. The communications between the VP and counselor leave a lot to be desired. The right hand doesn't know what the left hand is doing. I wish I would have pulled my child in December and sent them to another school. The school is a joke and a total waste of time. The only thing they care about is the paycheck... Think long and hard before sending your child here!
—Submitted by a parent


Posted April 17, 2014

This school has very competent teachers and a high parent involvement. The focus is not only how students do well but assisting and guiding them to help them reach those goals.
—Submitted by a parent


Posted March 31, 2014

This is school have a lot problems each class have 40 kids at less, kids come from all over San Diego , there is no parent involved and the principal ?
—Submitted by a parent


Posted March 28, 2014

I have to chuckle at the reviews. Most if not all of the teachers are quite accessible. Parents have good accessibility to both school staff and the district office. Principal Lyon has worked hard to reduce campus student population to a reasonable "by design" size over the last several years. Both of our children have attended Standley. Both children have developed great friends as well as solid academic relationships with instructors.
—Submitted by a parent


Posted March 25, 2014

Stanley uses the the GATE b cluster approach which means it is the luck of the draw if your student will get a GATE class. 25% of all classes are GATE students. (9 out of 36) The administration states that they are all GATE classes but designates only some classes GATE Cluster. Seminar is still tracked together so that is still a good program and where all the high reviews come from. The overall test scores are 4 out of 10 for like student population. They administration is CLOSED to students changing classes to give them a better teacher for their learning.
—Submitted by a parent


Posted February 11, 2014

I AM A STUDENT OF THIS SCHOOL. And I would like to say that this school has its ups and downs. It is culturally diverse and has almost no bullying issues but, the principal is horribly incompetent, some teachers have no control over classes and there is very little teacher-parent communication. The only way my parents can quickly access my grades is through a website only introduced this year. And the staff is mostly burnt out. I often feel depressed when I leave school because the teachers have no control over classes and I can't recieve the full lesson nor can I fully understand it. I would not recommend this school to parents who want their children to truly strive in school.


Posted January 9, 2014

WE feel a desperate need to get out of this school! Its such a scary feeling to know our son goes here. His English teacher didn't assign a book to read until December. Then she assigned a Christian-based book. I read a few paragraphs and realized, besides the [small] non-secular problem, that this is not well-written literature. If he emulates this, he will be writing long 1 sentence paragraphs...! Since the 8th grade testing is not being done this year, I think the English teacher is slacking, a lot.
—Submitted by a parent


Posted December 2, 2013

Standley middle school is a horrible school. The education is ok but not very good. The teachers are fine but only a few are good or extraordinary. It's a very boring school and they have made some unnecesary changes in the past year. They need to make a better administration. The principal is not very good and quite annoying. The vice principal, Mr. Pearson, is to concerned And makes false accusations. However the new vice principal, Mr. Lee, is awesome. He is verry friendly and makes sure you are on a good path. If I ever had any problems I would go to him. These are the reasons I'm rating it one star. The only good part of the school is Mr. Lee.


Posted October 8, 2013

I agree with some of the other reviews about poor administration. My child is in eighth grade and throughout all three years they have not managed to determine the number of kids they will have enrolled come fall. This results in a constant change of schedules, teachers coming and going, and a "back to school night" that doesn't occur until the end of October. I spent many hours volunteering at my child's elementary school and enjoyed it immensely. Due to poor administration the principal has managed to disenchant the parents to the point where we don't want to volunteer. They seem more concerned with dress code violations and squashing any individuality at the school that education quality. Stanley Middle School is the weak link in an otherwise wonderful UC school experience. A new principal is desperately needed here.
—Submitted by a parent


Posted October 7, 2013

My daughter just started the 7th grade here. In comparisons to her previous school, this place is hands down a breath of fresh air! It feels so good to see my daughter happy to go to school. Bullying was a major problem in her old school and here there is none, at least not for my daughter. The school is culturally diverse which I think is a good thing. What I don't like is that they have changed her schedule numerous times, the teachers do not grade my daughters work...they only check that she did the assignment but she gets zero feedback. I think this can hurt her in the long run especially during tests. The tardy policy is very strict but I suppose that is a good thing. Overall the school is good but I see room for improvement.
—Submitted by a parent


Posted September 13, 2013

41 kids in a classroom? Really?? This same thing happened last year. Kids had to run to class to get a seat. Not a good seat. A seat. Standley's so called leadership solved the problem by issuing all new schedules to every student several MONTHS into the school year. You know, with all the planning days, half days, conference days, vacation days, and a three month summer, I think the administration just learns to duck it's responsibilities. In the end, the only truth is the god given right to be lazy and ineffective.
—Submitted by a parent


Posted September 3, 2013

Poor management and administration. This school could not get all the students in their classes on the first day of the school. Many students could not get their schedules on time. Both Parents and students had to wait hours just to get their schedules. Parents and students were deeply disappointed by the school due to poor management by the school.
—Submitted by a parent


Posted August 26, 2013

My cousins say this used to be an awesome school. I go there, this is not what it is now. We call the principal Tyrant Lyon, cuz that is her. This principal has taken away the fun, being with your b.f.f.'s, Valentines Day, Halloween, Boomers & Dances. She doesn't understand us or like us. She took everyone's valentines stuff away and put it in her office. She HATES us!


Posted August 22, 2013

The teachers truly care for each student and demonstrate their concern by offering individualized tutoring and communicating well with the parents.
—Submitted by a parent


Posted August 2, 2013

My family like Standley Middle School. My son graduated from the Seminar program and he enjoyed the helpful learning experiences. Thank you to all teachers and staffs!
—Submitted by a parent


Posted August 1, 2013

Standley Middle School has nice teachers and comfortable environment. Although the school is facing lots of difficulties at this time, but we can see all teachers and staffs are putting their best effort.
—Submitted by a parent


Posted July 23, 2013

From conversations with other students that go to Standley it seems as if the only good part about this school is the GATE/seminar program. I am in it and so far it's been great for me. The teachers have helped me very much throughout the years. If your son or daughter doesn't make the GATE/Seminar program, although, I advise you not to send your son/daughter here because it seems like the non-GATE students have a bad time dealing with the teachers and feel like they're surrounded in an uncomfortable environment.


Posted July 21, 2013

An exceptionally dysfunctional school. The principal is not competent and not trustworthy. I had a private conversation with the principal criticizing a staff member and the staff member then repeated the conversation to me verbatim. Teacher quality is highly variable. Teachers have 4 classes/day out of 6 and a significant population of teachers are burnt out. Many are not specialists in their subject (e.g. teachers with an English degree teaching science). Struggling kids are neglected and fail. When I met with teachers, they knew my child was having problems completing or understanding the classwork, but never relayed the information. Even during scheduled parent-teacher conference weeks when these are supposed to rectify this, rarely do teachers contact parents. They often do not show up for their tutoring time or alert students when they have meetings during their tutoring time, especially mornings. Some teachers have very poor websites and the principal or VPs blame the teachers union rules for being unable to make the teachers fix or learn how to do so. Kids must wear their IDs around their necks all the time, a misguided time wasting rule instead of focusing on teaching.
—Submitted by a parent


Posted June 29, 2013

My school is Standley, and i am a student. I think there are alot of things wrong with this school and i wish the teachers would actually listen to the students suggestions. Yes, there is a comment box, but not one of those serious comments actually become something that could change any single part in Standley. The staff doesn't listen. I, as a member of the expansive student body, am only asking to be heard. i also would like SOMEONE to realize that the people that are being sent to the office and given referalls aren't being changed by it. All our school does is give up and expel them while they should be thinking of ways(other than Sea-hawk Sessions, which DOES NOT WORK, people are making the good decisions of their own accord) to help the students make the right decisions and not choose to do things that don't help, just hurt. That is what i would like to say about my school which allegedly was given a 9 out of 10 on the GreatSchools rating. -submitted by a student


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

904

Change from
2012 to 2013

-15

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

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 did not meet all student subgroup API targets for 2013

This school's
API score

904

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

-15

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 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
(2012)

10 / 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)

4 / 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 60% in 2013.

308 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
80%

2011

 
 
82%

2010

 
 
77%
Math

The state average for Math was 55% in 2013.

307 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
84%

2011

 
 
85%

2010

 
 
71%
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

Algebra I

The state average for Algebra I was 86% in 2013.

69 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
98%

2011

 
 
95%

2010

 
 
100%
English Language Arts

The state average for English Language Arts was 60% in 2013.

357 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
81%

2011

 
 
83%

2010

 
 
70%
Math

The state average for Math was 52% in 2013.

289 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
75%

2011

 
 
75%

2010

 
 
63%
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

Algebra I

The state average for Algebra I was 50% in 2013.

192 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
76%

2011

 
 
53%

2010

 
 
57%
English Language Arts

The state average for English Language Arts was 57% in 2013.

280 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
83%

2011

 
 
72%

2010

 
 
72%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

43 students were tested at this school in 2013.

2013

 
 
12%

2012

 
 
29%

2011

 
 
23%

2010

 
 
18%
Geometry

The state average for Geometry was 85% in 2013.

50 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
98%

2011

 
 
100%

2010

 
 
98%
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

289 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
84%

2011

 
 
67%

2010

 
 
59%
Science

The state average for Science was 67% in 2013.

283 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
88%

2011

 
 
78%

2010

 
 
77%
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 Students79%
Females83%
Males75%
African Americann/a
Asian77%
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged62%
Non-economically disadvantaged87%
Students with disability60%
Students with no reported disability80%
English learner14%
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate36%
Parent education - high school graduate64%
Parent education - some college (includes AA degree)87%
Parent education - college graduate83%
Parent education - graduate school/post graduate86%
Parent education - declined to state53%

Math

All Students78%
Females76%
Males81%
African Americann/a
Asian85%
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged63%
Non-economically disadvantaged86%
Students with disability36%
Students with no reported disability81%
English learner47%
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduate71%
Parent education - high school graduate69%
Parent education - some college (includes AA degree)83%
Parent education - college graduate81%
Parent education - graduate school/post graduate84%
Parent education - declined to state47%
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

Algebra I

All Students100%
Females100%
Males100%
African Americann/a
Asian100%
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)100%
Economically disadvantaged100%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
Migrant educationn/a
Gifted and talented100%
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 graduate100%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

English Language Arts

All Students79%
Females82%
Males75%
African Americann/a
Asian78%
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged58%
Non-economically disadvantaged87%
Students with disability50%
Students with no reported disability80%
English learner21%
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduate64%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)68%
Parent education - college graduate86%
Parent education - graduate school/post graduate87%
Parent education - declined to state46%

Math

All Students75%
Females79%
Males72%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged54%
Non-economically disadvantaged86%
Students with disability33%
Students with no reported disability78%
English learner48%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduate42%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)67%
Parent education - college graduate82%
Parent education - graduate school/post graduate90%
Parent education - declined to state42%
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

Algebra I

All Students69%
Females61%
Males76%
African Americann/a
Asian86%
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged64%
Non-economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability70%
English learner73%
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented87%
Parent education - not a high school graduaten/a
Parent education - high school graduate71%
Parent education - some college (includes AA degree)59%
Parent education - college graduate69%
Parent education - graduate school/post graduate78%
Parent education - declined to staten/a

English Language Arts

All Students80%
Females81%
Males79%
African Americann/a
Asian78%
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged61%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability81%
English learner17%
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate46%
Parent education - high school graduate59%
Parent education - some college (includes AA degree)76%
Parent education - college graduate88%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students12%
Females12%
Males12%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino11%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged10%
Non-economically disadvantaged15%
Students with disability0%
Students with no reported disability19%
English learner0%
Fluent-English proficient and English only16%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate0%
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

Geometry

All Students100%
Females100%
Males100%
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)100%
Economically disadvantagedn/a
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
Migrant educationn/a
Gifted and talented100%
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 graduate100%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students75%
Females69%
Males80%
African Americann/a
Asian83%
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged60%
Non-economically disadvantaged85%
Students with disability25%
Students with no reported disability79%
English learner23%
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate50%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)73%
Parent education - college graduate78%
Parent education - graduate school/post graduate89%
Parent education - declined to state73%

Science

All Students82%
Females78%
Males85%
African Americann/a
Asian90%
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged66%
Non-economically disadvantaged91%
Students with disability38%
Students with no reported disability84%
English learner35%
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate50%
Parent education - high school graduate63%
Parent education - some college (includes AA degree)79%
Parent education - college graduate88%
Parent education - graduate school/post graduate94%
Parent education - declined to state55%
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
White 46% 26%
Hispanic 28% 52%
Asian or Asian/Pacific Islander 16% 11%
Two or more races 7% 3%
Black 2% 6%
American Indian/Alaska Native 1% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 42%N/A54%
Source: NCES, 2010-2011

Teacher experience

  This school District averageState average
First-year teachers 5%N/AN/A
Source: CRDC, 2011-2012

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School basics

School Leader's name
  • Heidi Eastcott (Lyon)
Fax number
  • (858) 546-7627

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
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6298 Radcliffe Drive
San Diego, CA 92122
Website: Click here
Phone: (858) 455-0550

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