GreatSchools Rating
Take along one of
our checklists:
In the know: Get our expert advice on schools
Share with friends! Post your opinion of Tierrasanta Elementary School on Facebook.
Teacher quality
Principal leadership
Parent involvement
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
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!
My daughter and myself love this school. I have nothing bad to say about the school at all.
—Submitted by a parent
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
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
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.
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
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
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
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
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
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
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 Janie Wardlow, a administrator
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
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
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
Both of my children have attended this school and both their experiences have been positive. When there have been problems, I have always found everyone involved willing to work together towards a solution.
—Submitted by a parent
Love, love, love this school and am sad my kids have finished elementary. The seminar program is great, the teacher is top notch. We'll miss Tierrasanta Elementary!
—Submitted by a parent
The Special Education Department is lacking in knowledge of disabilities. The teachers in this area are not willing to learn new ways of thinking. The teachers are caring. Just believe [they] are stuck in a rut and the principal is not able to fix it herself. I would not recommend this school for children with LD/ED issues. Music and art programs are good.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
70 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
70 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 48% in 2012.
90 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
91 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 67% in 2012.
75 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
77 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
83 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
85 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
83 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 67% |
| Females | 68% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | 58% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 71% |
| Males | 82% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | 67% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 69% |
| Females | 69% |
| Males | 69% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | 39% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 84% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 70% |
| Males | 83% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | 61% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 78% |
| Females | 75% |
| Males | 82% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | 25% |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 68% |
| Males | 93% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | 50% |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 94% |
| Females | 92% |
| Males | 97% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 87% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 85% |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 97% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | 100% |
| All Students | 87% |
| Females | 88% |
| Males | 86% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | 91% |
| All Students | 90% |
| Females | 90% |
| Males | 91% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 95% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | 100% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 50% | 28% | ||
| Hispanic or Latino | 25% | 49% | ||
| Asian | 11% | 8% | ||
| Filipino | 6% | 3% | ||
| African American | 5% | 7% | ||
| Pacific Islander | 3% | 1% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Multiple or No Response | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 20% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 33% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 63% | 85% | ||
| Vietnamese | 10% | 2% | ||
| Korean | 9% | 1% | ||
| Japanese | 5% | 0% | ||
| Arabic | 3% | 1% | ||
| All other non-English languages | 2% | 1% | ||
| Russian | 2% | 0% | ||
| Cantonese | 1% | 2% | ||
| Farsi (Persian) | 1% | 0% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| French | 1% | 0% | ||
| Italian | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 18 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 19 | N/A | 11 |
| Average years teaching | 19 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| 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 | |
| Level of special education programming offered |
|
| Staff resources available to students |
|
| Foreign languages taught |
|
| Level of ESL/ELL programming offered |
|
| Staff resources available to students |
|
| Staff resources available to students |
|
| School facilities |
|
| Instructional and/or curriculum models used |
|
| Extra learning resources offered |
|
| School start time |
|
| School end time |
|
| Before school or after school care / program onsite |
|
| School Leader's name |
|
| Best ways for parents to contact the school |
|
| Special schedule |
|
| Is there an application process? |
|
| Fax number |
|
| Instructional and/or curriculum models used Don't understand these terms? |
|
| Specific academic themes or areas of focus Don't understand these terms? |
|
| Bi-lingual or language immersion programs offered Don't understand these terms? |
|
| Level of special education programming offered |
|
| Foreign languages taught |
|
| Level of ESL/ELL programming offered |
|
| Staff resources available to students |
|
| Foreign languages spoken by staff |
|
| Extra learning resources offered |
|
| Transportation provided for students by the school / district |
|
| School facilities |
|
| Boys sports |
|
| Girls sports |
|
| Visual arts |
|
| Music |
|
| Performing arts |
|
| Media arts |
|
| Clubs (distinct from courses) |
|
Tips for understanding school culture
| Dress Code |
|
| Bullying policy |
|
| Parent involvement |
|
Visit
No
5450 Lacuenta Drive
San Diego,
CA 92124
Website: Click here
Phone: (858) 496-8255
To start a new list, click OK. Otherwise click Cancel.
Kumeyaay Elementary School
San Diego, CA
Vista Grande Elementary School
San Diego, CA
Miller Elementary School
San Diego, CA
The Arch Academy
San Diego, CA
Hancock Elementary School
San Diego, CA
Grace Christian School
San Diego, CA
About GreatSchools
Our mission is to inspire and support families to champion their children's education - at school, at home and in their community. We are a national non-profit with offices in San Francisco, Milwaukee, Washington D.C. and Indianapolis.
Find the great schools in California
GreatSchools, Inc. 160 Spear Street, Suite 1020, San Francisco, CA 94105
©1998-2013 GreatSchools Inc. All Rights Reserved. GreatSchools is a 501(c)(3) not-for-profit organization
Thank you! You will begin to receive newsletters from us shortly.
Great work! Only one more step. Now we just need you to verify your email address. Please click on the link in the email we just sent you to complete your registration.
Great work! Only one more step. Now we just need you to verify your email address. Please click on the link in the email we just sent you to submit your review.
Please click on the link in the verification email we just sent you to complete your change of email address.
Whoops! It looks like we still need to verify your email. To do so, please click on the link in the email we sent you. Can't find the e-mail? Click the button below and we'll send you a new one.
Thanks for registering. Welcome to GreatSchools, the largest online community committed to improving educational outcomes through parental involvement.
Thanks for verifying your updated email address.
Oops! You haven't verified your email address yet. To do so, please click on the link in the email we sent you. Can't find the email? Click the button below to receive a new one.
Oops! That email verification link has expired. Please click the button below to receive a new one.
Join GreatSchools to participate in the parent community and other discussions on our site.
Your review has been posted to GreatSchools.
Share with friends! Post your opinion of Tierrasanta Elementary School on Facebook.
Welcome to GreatSchools!
For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
Please note that it can take up to 48 hours for your comment to be posted to our site. While you're here, we'd like to invite you to fill out a survey on your school's programs, activities, and extracurriculars. It only takes a few minutes and will help parents get a full picture of your school.
Continue to compare the schools you have already selected or Edit schools to change your selection.
Get started now! You have successfully registered and can now start updating your Official School Profile. The information you provide is extremely valuable in helping parents and students learn more about your school, so thanks for taking the time!
Thank you for registering as a school leader. We just need to verify your email address. We've sent you an email - please click on the link in that message to get started editing your school's information!


