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Tierrasanta Elementary School

Public | K-5 | 494 students

We offer a wide array of programs to meet the needs of our diverse learners.

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 3 ratings
2012:
Based on 1 rating
2011:
Based on 3 ratings

Teacher quality

Principal leadership

Parent involvement

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30 reviews of this school


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Posted September 26, 2013

so far I love first the pricipal how she is so involve with the kids and also so cheerful and outgoing with parents. she even took time to talk to me about how the process was of getting my daughter into te school which made it so much easier to understand. this is my daughters first year as a 1st grader and so far she loves it. also love the gardening and the after school program they offer which is every 8 wks long. more update toward the end of the year. I'm happy I choiced this school for my daughter .
—Submitted by a parent


Posted August 22, 2013

Tierrasanta Elementary is by far THE BEST Elementary I've had the pleasure of putting my kids in. Having 2 out of 3 of my kids on the Autism Spectrum, they were welcomed by the other students and nurtured by the staff. My daughter just finished 5th grade and it was quite a challenge for both her and her teacher, Mrs. Lach, but she never gave up on her. The principal Ms. Olsen is one of the best principals I've ever known. Since my daughter started school, I've never known a principal to be out with the road guards in the morning to make sure that the parents and their kids get to school safely. She does the same thing in the afternoons as well. Ms. Olsen also takes it upon herself to get to know her students and the parents. Whenever there was an issue with one of my kids, it was dealt with appropriately and professionally, even when my child was at fault. The other teachers I want to commend there are Ms. Brozda and Mr. Sprong. Ms. Brozda is a very caring, but strict Kindergarten teacher which was exactly what my youngest son needed. My oldest son had Mr. Sprong, and he was very patient with him and his ASD behaviors. I absolutely adore this school!
—Submitted by a parent


Posted July 20, 2013

Of the 5 schools located in Tierrasanta/Murphy Canyon this is one of THE best. VERY active parental involvement. Parents can be seen all over this school every day of the school year. The partnership with the USS San Diego offers the school additional adult support and leadership as well. The principal is seen daily before & after school and has an open door policy in regards to parents & students. The majority of the teachers are excellent at this school and genuinely care about each of their students as their own. There are a few that are questionable but if 99% of something is good, statistics are on your side as far as quality. This school really has a family feel and supportive environment. Its a little hidden gem in Tierrasanta since its not as widely "known" as other schools in the area. But that is a good thing! Less over crowding as the other schools have seen.
—Submitted by a parent


Posted February 26, 2012

Well I must say that I have given it over two years and it has led to a festering wound. I may have a bit of backlash for what I am about to say; but, seriously, this school is a mess. A certain kindergarten teacher, at our first parent teacher conference threatened to FAIL our daughter because she was not reading yet. I believe this teacher has failed as a teacher. Yes, we all know of budget cuts and the number of students one teacher is assigned to. This should have stood out as a red flag for this teacher as she was responsible for a special needs student, and one that I have discovered is still in a standard classroom environment where the child, unfortunately, disrupts teaching. It cannot be the student's obligation, nor the administration's obligation, to turn this situation around. If said teacher reads this review, remember that the "squeaky wheel always gets the grease". Take me for example: I tried reaching out to you and you blew me off. The next effect: Sending my daughter to a private school where she thrives in leaning. What a sad ending to a beautiful beginning that ended stone cold as the fallout for literacy. Shame on Tierrasanta Elementary.
—Submitted by a parent


Posted October 13, 2011

My sister, brother and I went to Tierrasanta Elementary School in the 90s. Since then, my sister has obtained her law degree from USD, my brother graduated with honors from UC Berkeley's school of architecture and design, and I'm graduating this fall from UC Irvine with a degree in speech language pathology. None of us have forgotten how this school engrained the love of knowledge in our minds and hearts. Thanks, Tierrasanta!


Posted August 12, 2011

My daughter and myself love this school. I have nothing bad to say about the school at all.
—Submitted by a parent


Posted March 19, 2011

My son has special needs, this school has done great things for him. The principle, teachers and support staff have gone above and beyond for our son. In the past 2 1/2 years that we have been there they have helped him improve in every subject and helped him adjust and cope with issues that were not academic. Bullying is not an issue at this school which is a relief for any parent! We are moving out of state and can only hope we find a school as good.
—Submitted by a parent


Posted May 25, 2010

After not getting into any of the public or charter schools we wanted, we decided on Tierrasanta Elementary. I couldn't be happier. The kids are generally very well behaved, friendly, and helpful. Minimal time is spent interrupting the class with disciplinary problems. The kids exude interest and excitement on the playground and in the classroom. I love that the kindergartners have 5th-grade buddies. The 5th-graders get to feel like rock stars, and the kindergartners have a blast sharing special projects with the older kids. The principal is usually outside with the 5th-grade crossing guards every morning and afternoon. She's brave enough to handle crossing-guard duty alone when it rains. I just like that. There is a nice variety of after-school activities for a fee. These kids are learning and loving it.
—Submitted by a parent


Posted September 16, 2009

Tierrasanta Elementary not only promotes excellent academic education but also has a character building program. The entire school participates in learning and practicing a particular character trait such as honesty, for six weeks, and then a school assembly is held.


Posted January 12, 2009

My family of 3 kids have been at TES for 5 years. I have seen enrollment go up while other schools are going down. Afterschool extracurriculars are the best around. We have a broad range of teaching styles from male and female teachers. All students get Fine Art, Character Education and Drama. Field trips are educational and fun. TES has a great GATE Seminar program with highly educated teachers. I've spent the past 5 years directly involved with the program. PTA seems to be the 20% who do 80% of the work, but that seems typical for SDUSD. Teacher radios are 1:20 in K-3 and 1:32 in 4th and 5th which is also typical but really should be lower in the perfect world. The new principal is very friendly and fair.. dosn't play faveorites. I recoment TES and it's worth being on year-round to have my kids there.
—Submitted by a parent


Posted May 21, 2008

We have a child with Special needs and we have had problem after problem with the teachers and Administration. First my childs teacher did not want to deal with her and decided not to teach her like the other kids. There are three health assistants that seem to not communicate properly which affects my child and puts her in danger. The only thing the pricipal does is tell us what we want to hear but never follows through with anything. The one good thing about the school is my childs new teacher.
—Submitted by a parent


Posted May 20, 2008

My son has been with Vista Grande from 2-4th and we just moved back for the end of 5th grade. The PTA is fantastic, they have tons of fieldtrips and the teachers are over qualified with attention to the kids and their needs. They have a terrific Fine Arts program and great volunteers that really give each kid a sense of belonging. I can't wait until my 4 year old is going there.
—Submitted by a parent


Posted April 16, 2008

The Principal's focus is on building up the Special Ed and Seminar departments. Great news if you have children who could benefit from these specialized departments but the reality is the majority of the school does not fall into Special Ed or Seminar. Great local volunteer base for PTA, Foundation & Art.
—Submitted by a parent


Posted March 26, 2008

I appreciate TES. My child's teachers have been conscientious and still seem to enjoy teaching after 10+ years each. Special Ed has been first rate; my daughter has benefitted from speech and occupational therapy, as well as organizing guidance for some ADD. Parent involvement is very good. The non profit Foundation arranges many extracurricular opportunities, including chess and Jr. Theatre. Add to this the community feel and we're very happy to be in this area. The only two negatives are the responsibility of the District, not the school. The grounds are unattractive! The front features messy pine trees and weedy concrete. The second issue is that were without an OT for months. Again, the District's responsibility, but TES experienced the results. Lastly, Principal Janie Wardlow has been accessible and proactive with us. Nothing but good things to say about her. I really am a parent! Just very pleased.
—Submitted by a parent


Posted October 5, 2007

This school puts a lot of effort into the kids that go there. The teachers are hardworking and well qualified. The parent involvement is very good and offers the students a lot of enrichment opportunities. As a parent of a special needs child I do not agree with the parent comments related to special needs students. The District as a whole is clearly over its head related to helping these kids and I believe that Tierrasanta does a great job considering the framework for which they work in.
—Submitted by a parent


Posted July 3, 2007

As the school principal, I would agree that our school has strong parent involvement, this provides extras, such as Art Corps, drama classes, instrumental music, dance, arts-related assemblies, a great science fair and a 'family friendly' Open House. I would disagree with the statement about the 'mediocrity' of our teaching staff. Most of our teachers hold Masters Degrees and have many years of teaching experience. They care about our students and work many hours beyond their contract in preparation for their instruction and students. I agree that we have not met the social, emotional and educational needs of some of our children. We are building our GATE Seminar Program from one class to two full classes. In 07-08, we will begin a school-wide program for our English Learners. This endeavor is supported by our SSC and SGT. I will make our Special Education Program a priority at Tierrasanta Elementary in 07-08.
—Submitted by an administrator


Posted June 26, 2007

Children with special needs get lost in this school.
—Submitted by a parent


Posted June 26, 2007

The school has some strengths; parents are involved, and the school has some nice extras. But the things its mandated to do, teaching the 3Rs, its performance is ordinary. The staff and administration are fortunate the school is located in an affluent neighborhood. But the actual performance of teachers lead to nothing but mediocrity - good students do well, poor students do not. There is no special effort to make poor students better and good students outstanding. The school is particularly weak when children have special needs, either academically or emotional/socially. Even when they see problems they don't act proactively unless it threatens to become a public relations problem. When the staff recognizes individual needs, then it may become a good school.
—Submitted by a parent


Posted August 19, 2006

What a special place! A school where parents, administration and faculty work together for the good of the students. The staff is dedicated to its students often working extra hours to prepare for class or helping a student in need. School diversity is nice too. This school has two parent volunteer organizations: a PTA and a Foundation. These two groups work together to provide service and raise funds to add enrichment, support curriculum and provide equipment at TES. This school celebrates childhood without sacrificing academics. TES supports fine arts as well as performing arts, a science lab and a science club, a character ed program, band and more! Celebrations include Red Ribbon week and Multicultural week. Parents work together to organize a science fair and talent show. Assemblies brought to the school included San Diego Opera and Classic for Kids. They even have a Safety Patrol. A welcoming community.
—Submitted by a parent


Posted September 11, 2005

I think there are a lot of extracurricular programs for the children. They need some updating as far as adding more computer instruction into the curriculum.
—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

897

Change from
2011 to 2012

0

API Statewide Rank
(2012)

9 / 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 met all student subgroup API targets for 2012

This school's
API score

897

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

0

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
(2012)

9 / 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 56% in 2013.

2013

 
 
n/a

2012

 
 
67%

2011

 
 
71%

2010

 
 
64%
Math

The state average for Math was 65% in 2013.

2013

 
 
n/a

2012

 
 
77%

2011

 
 
76%

2010

 
 
59%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

2013

 
 
n/a

2012

 
 
69%

2011

 
 
64%

2010

 
 
69%
Math

The state average for Math was 66% in 2013.

2013

 
 
n/a

2012

 
 
77%

2011

 
 
85%

2010

 
 
85%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

2013

 
 
n/a

2012

 
 
78%

2011

 
 
94%

2010

 
 
82%
Math

The state average for Math was 72% in 2013.

2013

 
 
n/a

2012

 
 
80%

2011

 
 
87%

2010

 
 
83%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

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

2013

 
 
n/a

2012

 
 
94%

2011

 
 
84%

2010

 
 
69%
Math

The state average for Math was 65% in 2013.

2013

 
 
n/a

2012

 
 
87%

2011

 
 
84%

2010

 
 
65%
Science

The state average for Science was 57% in 2013.

2013

 
 
n/a

2012

 
 
90%

2011

 
 
81%

2010

 
 
75%
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 Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

Source: California Department of Education

English Language Arts

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

Source: California Department of Education

English Language Arts

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

Source: California Department of Education

English Language Arts

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

Source: California Department of Education

Student ethnicity

Ethnicity This school
White 37%
Hispanic 30%
Two or more races 14%
Asian 10%
Black 6%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 44%N/AN/A
English language learners 14%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

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

Teacher resources

Special staff resources available to students ELL/ESL Coordinator
Librarian/media specialist(s)
PE instructor(s)
Nurse(s)
School psychologist
Speech and language therapist(s)
Foreign languages spoken by school staff None
Read more about programs at this school
Source: Provided by a school official.

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Special education / special needs

Level of special education programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Staff resources available to students
  • Speech and language therapist(s)

Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab

Language learning

Foreign languages taught
  • Spanish
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Staff resources available to students
  • ELL/ESL Coordinator
  • Speech and language therapist(s)

Health & athletics

Staff resources available to students
  • Nurse(s)
  • PE instructor(s)
  • School psychologist
School facilities
  • Access to sports fields
  • Multi-purpose room ("cafegymatorium")

Gifted & talented

Instructional and/or curriculum models used
  • Gifted / high performing
Extra learning resources offered
  • Acceleration
School leaders can update this information here.

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School basics

School start time
  • 7:30 am
School end time
  • 2:15 pm
Before school or after school care / program onsite
  • Before school: starts at 6:00 a.m.
  • After school: ends at 6:00 p.m.
School Leader's name
  • Lorelei Olsen
Best ways for parents to contact the school
  • Phone
Special schedule
  • Year-round
Is there an application process?
  • No
Fax number
  • (858) 627-9753

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Core knowledge
  • Gifted / high performing
  • Standards-based
Specific academic themes or areas of focus

Don't understand these terms?
  • None
Bi-lingual or language immersion programs offered

Don't understand these terms?
  • No
Level of special education programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Foreign languages taught
  • Spanish
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students

Resources

Staff resources available to students
  • ELL/ESL Coordinator
  • Librarian/media specialist(s)
  • Nurse(s)
  • PE instructor(s)
  • School psychologist
  • Speech and language therapist(s)
Foreign languages spoken by staff
  • None
Extra learning resources offered
  • Acceleration
  • Counseling
Transportation options
  • School shares bus/van with other schools
School facilities
  • Access to sports fields
  • Computer lab
  • Internet access
  • Library
  • Multi-purpose room ("cafegymatorium")
  • Playground
School leaders can update this information here.

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Sports

Boys sports
  • None
Girls sports
  • None

Arts & music

Visual arts
  • None
Music
  • None
Performing arts
  • None
Media arts
  • None

Student clubs

Clubs (distinct from courses)
  • Student council/government
  • running club
  • safety patrol
School leaders can update this information here.

School culture

Dress Code
  • Dress code
Bullying policy
  • This school does not have a bullying and/or cyber bullying policy in place.
Parent involvement
  • Attend parent nights
  • Chaperone school trips
  • Join PTO/PTA
  • Organize cultural events
  • Organize fundraising events (school auction, bake sales, etc.)
  • Present special topics during curricular units
  • Serve on school improvement team or governance council
  • Tutor
  • Volunteer in the classroom
  • Volunteer time after school
School leaders can update this information here.

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Elementary school


 
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5450 Lacuenta Drive
San Diego, CA 92124
Website: Click here
Phone: (858) 496-8255

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