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GreatSchools Rating

Harriet Tubman Village Charter School

Charter | K-8 | 325 students

We are best known for our small village approach.
 
 

 
 

Living in San Diego

Situated in an inner city neighborhood. The median home value is $235,800. The average monthly rent for a 2 bedroom apartment is $1,200.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 3 ratings
2013:
Based on 3 ratings
2012:
Based on 9 ratings
2011:
Based on 4 ratings

Teacher quality

Principal leadership

Parent involvement

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29 reviews of this school


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Posted June 11, 2014

The school is better off with the new admin. Today, a beautiful award ceremony was held for students and teachers and staff were happy and positive. Students were no longer rushed onto the stage and the care of the teachers for their students was apparent. Hopefully, if the parents below truly care about their children, they will begin to notice how happy students really are ..... With few exceptions, this change has only been positive.
—Submitted by a parent


Posted June 9, 2014

Ditto with the last review from "This was once a top notch school..." We too had personal experience with this new take over. The principal was let go for no apparent reason other than a high expectation from the teachers. I know some of you may think that it's the teachers that are doing all the work, but think about it, if it wasn't the principal who insisted and expected on nothing but the best do you think these teachers will perform? I am not saying that all teachers at Tubman are bad, but not enough that care about children are there now! So, why fire the principal? Maybe, just maybe because she was about to release the bad ones and so this new hideous board voted to oust the principal first so that she can't perform her duty. We are taking our kids out because we too are afraid of what will happen next school year and the year after next. Whomever the new principal is, he or she will be afraid of doing his/her job as he/she may get fired So ask yourself this question, "Is this what you want for your children?" "Do you want to look back 5 years from now wishing you would have done something differently for your children?"
—Submitted by a parent


Posted February 21, 2014

This is my kids first year here and their first time in a Charter. Its a small school, small class sizes, with a close community feel. I've been pleasantly surprised with the teachers and staff. Everyone is very respectful-both adults and children. They focus a lot on parent involvement as well as student involvement within the community.
—Submitted by a parent


Posted October 20, 2013

I was told that this school was great in their academics. What I wasn't told is that there wasn't a school nurse, conditiins in classrooms were difficult for children and teachers while they still have a long way to go in repairs and construction. I hadn't seen bungalos since I was in elementary, my daughter who is an perfectionist and straight A student pkays violin and reads shakespere on her spare time found it stressful at times, she takes school seriously, my son was deemed below in everything so he wasn't asked to try as hard as other students he basically got away with doing less work by acting dumb, and lastly my other daughter was being bullied so bad she wanted to kill herself. I talked to teachers the principal and the school therapist....I removed my children asap.
—Submitted by a parent


Posted May 5, 2013

have spent my life evualuating businesses and other functional entities, and have observed that in nearly all cases the organization reflects the attitudes and values of the owner/boss/ or in this case, principal. This individual is the epitomy of what I would wish to run the academic side of my (2) children's lives. She is ACCESSABLE beyond belief, and controls the curriculum and the teachers for the best CHILD ORIENTED results, which you will never find in a city bureacracy that fears the backlash of unions, etc. Everyone says, "What about the children?"... Well, here is someone doing something about it!!! It is intellect and imagination... She has only been there 3 years & what she has done to lift the academics and the atmosphere is nothing short of miraculous... A new add..All of this crying about the principal is pap by new age parents! Do you want your child in an efficient academic institution, or a crib that pampers to bureaucratic unions and whining parents?? If the latter, go to a public school. If the former, get your child in here, ready to learn.. That's what you'll get here, due SOLEY to that fearsome principal & the carefully selected teachers & policies.
—Submitted by a parent


Posted May 3, 2013

i love the school the staff is great as well as the primetime people are great, but i dont like the professionalism of the principle of this school she is very rude and offensive. I have tried to give complaints in the past but there is no one to go to. other wise this school has one of the greatest teachers they go over an beyond for their students
—Submitted by a parent


Posted December 2, 2012

This is not the best school. It has poor leadership and therefore poor teachers. I removed my child from here as soon as I found out the situation.
—Submitted by a parent


Posted September 3, 2012

This is my second year at Tubman and my fourth year teaching and this school is by far the best school that I've taught at. I have taught in school district schools as well as several charter schools in the San Diego area. No school that I've taught at cares about all of their students the way Tubman does. We strive to make each and every student college and career ready and prepare them with the skills in order to be successful in the real world. The idea of college and career readiness begins in kindergarten. The kindergarten program has been completely revamped from the classrooms to the garden. Kindergarten has small class sizes between (15-18) students, giving the teacher the opportunity to work with small groups of students and focus on each individual child. Tubman focuses on the whole child, providing students with the opportunity to engage in art, explore the garden and school orchard, go to the library and computer lab, and engage in Physical Education two times a week. Each kindergarten classroom also comes equipped with 3-4 computers in order for students to complete activities and assessments in a comfortable and safe environment. Stop by to check out this program!
—Submitted by a teacher


Posted September 2, 2012

After having worked and observed at several different public schools in San Diego County, I can say that HTVCS is one of the few schools that truly cares about the students and their needs. The class sizes are small, specifically in K (15-18 students), and students are able to develop a personal connection to their teachers and school staff. Also, students are encouraged to grow and thrive as a person by being exposed to other subjects besides just Reading and Math, such as P.E., Science, Social Studies and Art. Kindergarteners also have their own safe space to explore, with their own playground, lunch area, and garden.
—Submitted by a teacher


Posted April 29, 2012

Tubman has given me an opportunity to use different techniques and strategies to help my students learn. I love that I have many opportunities to integrate technology in my teaching everyday!
—Submitted by a teacher


Posted April 13, 2012

I have had kids at this school for over the last 13 yrs - seen 3 different principals and the current one is by far the best & has been quick when change has been needed whether it be change to curriculum or change in staffing to meet the needs of the students - great school
—Submitted by a parent


Posted April 4, 2012

I love working for Harriet Tubman Village Charter School. I believe that over the course of the year the entire team has come together to work very hard to build a school ready/college bound school. There is a very strong community involvement and parents know and appreciate that our students are there to learn!
—Submitted by a teacher


Posted March 25, 2012

I have a 7th grade student that attends HTVCS. I am very happy to see the school year come to a close. The leadership can be compared to that of Napoleon - there is very little parent involvement - PTA meeting times & locations are undisclosed, board meetings are not truly open to parents, for months I tried to get a schedule for the board meetings to no avail. During the 3rd week of school the entire 7th grade staff was removed for unknown reasons - parents who were concerned were not allowed to express concern in any forum - The school would really benefit and grow if new leadership were in place - Really a sad situation for the students and staff - school has great potential - but just not very progressive
—Submitted by a parent


Posted March 14, 2012

I really enjoy being a part of this school. The students are very respectful and are eager to learn! :)
—Submitted by a teacher


Posted March 10, 2012

Tubman has implemented a rigorous standards-based program across all grade levels. We are focused on student engagement and mastery of standards. We have begun a systematic change in mathematics instruction, focusing on understanding mathematical reasoning as opposed to the traditional algorithms. The AVID program has been implemented in grades 6-8, with one AVID elective class and AVID strategies used in all middle school classes. This year administration made the decision to create a 6th grade honors class and challenge this cohort of students in math by placing them in a pre-algebra class. The intent is to groom this cohort to successfully complete algebra as 7th graders and geometry as 8th graders, similar to what many traditional larger middle schools offer. Additionally, based on results of school-wide strategic planning, our school community is committed to focusing on integrating STEM into our charter. The first step we are implementing at this point is recruiting elementary teachers that are strong in math, as well as providing consistent professional development in math for all K-8 teachers.
—Submitted by a teacher


Posted November 16, 2011

This morning's visit to a middle grade math class was awesome! Students were engaged in making meaning collaboratively were very excited about what they were learning! It was inspiring to see the AVID methodologies present and in action!


Posted November 16, 2011

Tubman is the school to watch! Test scores are improving, there is new technology in every classroom, netbooks for 3rd-8th grade classes, new textbooks, new library books, new teachers, more electives classes, and a new AWESOME after school program director!
—Submitted by a parent


Posted November 16, 2011

I love "Breakfast in the Classroom"! The school is focused on academics and it shows because they are meeting their goals.
—Submitted by a parent


Posted November 16, 2011

The support staff is always visible. During every recess, you can see many adults out supervising. The computer lab and library are open in the mornings. I like the friendly office staff and the new Prime Time director.
—Submitted by a parent


Posted April 26, 2010

My son attends Tubman Village (Kindergarten) and I have to say his teacher and principal are very dedicated to the children & education. I love the classroom, yard and garden (the children learn gardening which I love). I also love his teacher's creative approach to all subjects, especially reading and math. He has homework daily and we hear announcements from his principal every eve. My son surprises me almost on a daily basis with what he's learning-he plays music, sings songs, counts in several different languages, reads above normal level it's great. Keep up the good work Tubman Village:)
—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 2013.

This school's
API score

840

Change from
2012 to 2013

+24

API Statewide Rank
(2012)

5 / 10

API Similar Schools Rank (2012)

10 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met 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 2013

This school's
API score

840

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

+24

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)

5 / 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)

10 / 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.

39 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
37%

2011

 
 
41%

2010

 
 
62%
Math

The state average for Math was 65% in 2013.

39 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
59%

2011

 
 
52%

2010

 
 
64%
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.

30 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
45%

2011

 
 
60%

2010

 
 
46%
Math

The state average for Math was 66% in 2013.

29 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
63%

2011

 
 
53%

2010

 
 
72%
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.

26 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
84%

2011

 
 
65%

2010

 
 
46%
Math

The state average for Math was 72% in 2013.

26 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
97%

2011

 
 
79%

2010

 
 
76%
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.

41 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
51%

2011

 
 
57%

2010

 
 
43%
Math

The state average for Math was 65% in 2013.

41 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
59%

2011

 
 
70%

2010

 
 
23%
Science

The state average for Science was 57% in 2013.

41 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
45%

2011

 
 
43%

2010

 
 
30%
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.

40 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
45%

2011

 
 
33%

2010

 
 
49%
Math

The state average for Math was 55% in 2013.

37 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
40%

2011

 
 
31%

2010

 
 
30%
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.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

35 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
58%

2011

 
 
54%

2010

 
 
55%
Math

The state average for Math was 52% in 2013.

28 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
58%

2011

 
 
33%

2010

 
 
44%
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.

29 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
49%

2011

 
 
31%

2010

 
 
34%
English Language Arts

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

29 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
68%

2011

 
 
77%

2010

 
 
50%
General Mathematics (Grades 6 & 7 Standards)

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

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

32 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
55%

2011

 
 
78%

2010

 
 
60%
Science

The state average for Science was 67% in 2013.

29 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
49%

2011

 
 
66%

2010

 
 
58%
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 Students70%
Females82%
Males53%
African American73%
Asiann/a
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged69%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability71%
English learner74%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate57%
Parent education - some college (includes AA degree)77%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students74%
Females86%
Males59%
African American82%
Asiann/a
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)n/a
Economically disadvantaged74%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability76%
English learner78%
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate57%
Parent education - some college (includes AA degree)85%
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 Students50%
Females58%
Males44%
African American50%
Asiann/a
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged50%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability52%
English learner47%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talented91%
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 Students72%
Females92%
Males59%
African American73%
Asiann/a
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged72%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability72%
English learner67%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented91%
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 Students62%
Females62%
Males62%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged62%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability62%
English learner40%
Fluent-English proficient and English only91%
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 Students93%
Females92%
Males92%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged92%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability92%
English learner87%
Fluent-English proficient and English only100%
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 Students61%
Females74%
Males36%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged61%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability61%
English learner28%
Fluent-English proficient and English only87%
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)75%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students79%
Females85%
Males64%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino76%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged78%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability78%
English learner61%
Fluent-English proficient and English only91%
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)94%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students61%
Females67%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged61%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability61%
English learner33%
Fluent-English proficient and English only83%
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)63%
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 Students58%
Females45%
Males70%
African American50%
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged58%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability59%
English learner17%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate57%
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 Students52%
Females32%
Males72%
African American33%
Asiann/a
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)n/a
Economically disadvantaged51%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability53%
English learner25%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
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

Algebra I

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
Non-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

English Language Arts

All Students66%
Females70%
Males60%
African American58%
Asiann/a
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)n/a
Economically disadvantaged66%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate83%
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 Students36%
Females31%
Males42%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged36%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability36%
English learnern/a
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate36%
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

Algebra I

All Students42%
Females36%
Males47%
African American45%
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged41%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability44%
English learnern/a
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate36%
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

English Language Arts

All Students52%
Females50%
Males53%
African American73%
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged52%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability56%
English learnern/a
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate55%
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

General Mathematics (Grades 6 & 7 Standards)

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
Non-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

Geometry

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
Non-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

History - Social Science Grade 8 Cumulative

All Students45%
Females50%
Males41%
African American54%
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged45%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability52%
English learnern/a
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate55%
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 Students55%
Females50%
Males60%
African American64%
Asiann/a
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged55%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability59%
English learnern/a
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate73%
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

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
Hispanic 47% 52%
Black 34% 6%
White 9% 26%
Asian or Asian/Pacific Islander 5% 11%
Hawaiian Native/Pacific Islander 3% 1%
Two or more races 2% 3%
American Indian/Alaska Native 0% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Female 50%N/A48%
Male 50%N/A51%
Students eligible for free or reduced-price lunch program 34%N/A55%
Source: NCES, 2011-2012

Teacher experience

  This school District averageState average
First-year teachers 14%N/AN/A
Source: CRDC, 2011-2012

Teacher resources

Special staff resources available to students Art teacher(s)
Computer specialist(s)
Dance teacher(s)
ELL/ESL Coordinator
Gardening teacher(s)
Gifted specialist(s)
Instructional aide(s)/coach(es)
Librarian/media specialist(s)
Math specialist(s)
PE instructor(s)
Poetry/Creative writing teacher(s)
Robotics/Technology specialist(s)
School psychologist
School social worker/counselors(s)
Special education coordinator
Speech and language therapist(s)
Tutor(s)
Foreign languages spoken by school staff Spanish
Vietnamese
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
  • Moderate - the school consistently offers a full program for particular special education needs
Extra learning resources offered
  • Differentiated learning programs
Staff resources available to students
  • Special education coordinator
  • Speech and language therapist(s)

Science, Technology, Engineering, & Math (STEM)

Specific academic themes or areas of focus
  • Mathematics
  • Science
  • Technology
Staff resources available to students
  • Computer specialist(s)
  • Gardening teacher(s)
  • Math specialist(s)
  • Robotics/Technology specialist(s)
School facilities
  • Computer lab
  • Garden/Greenhouse
Clubs
  • Gardening
  • Technology club

Arts & music

Specific academic themes or areas of focus
  • Performing arts
Staff resources available to students
  • Art teacher(s)
  • Dance teacher(s)
  • Poetry/Creative writing teacher(s)
School facilities
  • Performance stage
Visual arts
  • Drawing / sketching
  • Painting
  • Photography
Music
  • Choir / Chorus
  • Vocal lessons / coaching
Performing and written arts
  • Creative writing
  • Dance
  • Drama
  • Poetry
Clubs
  • Dance club
  • Television/Radio News
  • Yearbook

Language learning

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)
Foreign languages spoken by staff
  • Spanish
  • Vietnamese

Health & athletics

Staff resources available to students
  • Dance teacher(s)
  • Gardening teacher(s)
  • Instructional aide(s)/coach(es)
  • PE instructor(s)
  • School psychologist
School facilities
  • Garden/Greenhouse
  • Multi-purpose room ("cafegymatorium")
Clubs
  • Gardening

Gifted & talented

Instructional and/or curriculum models used
  • Gifted / high performing
  • Honors track
Extra learning resources offered
  • Acceleration
Staff resources available to students
  • Gifted specialist(s)
School leaders can update this information here.

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School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

School basics

School start time
  • 8:15 am
School end time
  • 3:00 pm
Before school or after school care / program onsite
  • Before school: starts at 6:30 a.m.
  • After school: ends at 6:00 p.m.
School Leader's name
  • Lidia Scinski
Best ways for parents to contact the school
  • Email
  • Phone
Gender
  • Coed
Special schedule
  • Block scheduling
  • Extended/longer school day
Is there an application process?
  • Yes
Fax number
  • (619) 668-2480

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • AVID-Advancement Via Individual Determin
  • College prep
  • Core knowledge
  • Gifted / high performing
  • Honors track
  • Standards-based
Specific academic themes or areas of focus

Don't understand these terms?
  • Global
  • Mathematics
  • Performing arts
  • Science
  • Technology
  • Writing
Bi-lingual or language immersion programs offered

Don't understand these terms?
  • No
Level of special education programming offered
  • Moderate - the school consistently offers a full program for particular special education needs
Foreign languages taught
  • None
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
  • Art teacher(s)
  • Computer specialist(s)
  • Dance teacher(s)
  • ELL/ESL Coordinator
  • Gardening teacher(s)
  • Gifted specialist(s)
  • Instructional aide(s)/coach(es)
  • Librarian/media specialist(s)
  • Math specialist(s)
  • PE instructor(s)
  • Poetry/Creative writing teacher(s)
  • Robotics/Technology specialist(s)
  • School psychologist
  • School social worker/counselors(s)
  • Special education coordinator
  • Speech and language therapist(s)
  • Tutor(s)
Foreign languages spoken by staff
  • Spanish
  • Vietnamese
Extra learning resources offered
  • Acceleration
  • Career/college counseling
  • Counseling
  • Differentiated learning programs
  • Extended Learning Center
  • Mentoring
  • Remediation
  • Tutoring
Transportation options
  • None
School facilities
  • Computer lab
  • Garden/Greenhouse
  • Internet access
  • Library
  • Multi-purpose room ("cafegymatorium")
  • Performance stage
  • Playground
Partnerships with local resources and organizations
School leaders can update this information here.

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School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

Sports

Boys sports
  • Basketball
  • Flag football
  • Soccer
  • Track
Girls sports
  • Basketball
  • Cheerleading
  • Soccer
  • Track
  • Volleyball

Arts & music

Visual arts
  • Drawing / sketching
  • Painting
  • Photography
Music
  • Choir / Chorus
  • Vocal lessons / coaching
Performing arts
  • Creative writing
  • Dance
  • Drama
  • Poetry
Media arts
  • None

Student clubs

Clubs (distinct from courses)
  • ASB-Associated Student Body
  • Book/reading club
  • Dance club
  • Gardening
  • Homework help/study buddy club
  • Student council/government
  • Technology club
  • Television/Radio News
  • Yearbook
School leaders can update this information here.

Photos

School culture

Dress Code
  • Uniforms
Bullying policy
  • This school has 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.)
  • Parent Institute for Quality Education
  • Serve on school improvement team or governance council
  • Volunteer in the classroom
  • Volunteer time after school
More from this school
  • Tubman has class size reduction in Kinder-3rd and 5th-8th grades. Current class size average for middle school is 20 students, and it will not exceed 28 students per class. Our Algebra 1 class meets daily for 85 minutes in order to ensure the success of all 8th graders. Our Prime Time program is performance arts based. We offer cheerleading, dance, cultural drums, guitar, choir, and much more.
School leaders can update this information here.

Apply

 

This school accepts applications on a

rolling basis

 
Apply now
 

What are your chances?

Students typically come from these schools
Clay Elementary
Rolando Elementary

Planning ahead

Students typically attend these schools after graduating
Helix High School
Patrick Henry
Notice an inaccuracy? Let us know!

6880 Mohawk Street
San Diego, CA 92115
Website: Click here
Phone: (619) 668-8635

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