Advertisement
Advertisement

GreatSchools Rating

Harriet Tubman Village Charter School

Charter | K-8 | 368 students

We are best known for our small village approach.
 
 

 
 
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 13 ratings
2013:
Based on 3 ratings
2012:
Based on 9 ratings
2011:
Based on 3 ratings

Teacher quality

Principal leadership

Parent involvement

Rate this school

Click on stars to rate
Please select a star rating for this school.
    Helpful reviews answer questions:
  • What do you think others should know?
  • What do you like?
  • How could your school improve?
    Review Guidelines
    GreatSchools won’t post reviews that contain:
  • Inappropriate language
  • Allegations of criminal conduct
  • Names of students, teachers or staff
1200 characters remaining
Please read and accept our Terms of Use to join GreatSchools.
Please indicate your relationship to the school.
Registration is required to post your anonymous review
We will not display your name, photo or email address with your review.
OR
Your email address will never be published or shared.
Indicates a required field

38 reviews of this school


Sort by:
Show reviews by:
Posted September 6, 2014

Teacher and lieders get out the here get out the Tubman is my school the school is the children teacher hit a parents and teacher teachers only want the money the taxes GET OUT HERE
—Submitted by a parent


Posted September 5, 2014

As a member of the Rolando Community and a Tubman Parent for 6 yrs I do NOT recommend Harriet Tubman for this Year. The new administration is making drastically changes in which they are hurtful to our children's education. The school is being run by someone with any credentials and the person who is suppose to be the principal is not taking charge as his job is still on Ed join posted. Their interests is not the children or their education. However, I do have to say that there is only two teachers who are worth mentioning; those are the 2nd grade teachers only who have shown dedication and passion for teaching. How do I know this? Because after their was a change in leadership they continued to work as hard for their students. As I mention previously we've been here for years and have children in different grade levels, we know the school well. Parents your nurturing your children now their success, education, future is in your hands!
—Submitted by a parent


Posted August 21, 2014

I am extremely pleased with the new principal. He was very approachable and addressed my conserns very quickly after our conversation. Overall, very happy with the school and the administration.
—Submitted by a parent


Posted August 9, 2014

As a member of the Rolando Community and a Parent at Tubman with several children for 7yrs I wouldn't recommend this school for this new school year it has took a drastically change to worse with a whole different mentality. How ever I do have to say that this school has an amazing (child) psychologist/counselor to of the best 2nd grade teachers and a great 6th grade teacher. Unfortunately not all are like that and if your a Parent that values the Education of your Children this is not the school to enroll, Your Child's success is in your hands.
—Submitted by a parent


Posted August 6, 2014

I think it's funny to keep reading these posts from "parents". It's easy to be judgmental when your anonymous! If you don't like the school or the board TAKE YOUR KIDS AND GO SOMEWHERE ELSE. You will not be a good fit for the school. We just got done dealing with negative people and actions that hurt many. Are you a VOLUNTEER? Have you done anything to better the school this Summer or are you just complaining? Step up rather than speak out. Sounds like this group of people are working tirelessly for the betterment of the school. Negative posts just further hurt the school, which hurts the students. Be informed before you post stuff that hurts over 380 students and staff members - these posts are rumor and gossip based and nothing more. Be the solution and not another problem.
—Submitted by a parent


Posted August 6, 2014

This is going to be a wonderful school year! I understand that people have concerns and anxiety with the change in administration, but I think we all need to consider how much the benefits outweigh these concerns. After teaching at this school for many years, I am thrilled to see that almost every single teacher has returned for the 2014-2015 school year. This alone means that the students will benefit from consistency, that teachers are more experienced with their grade level and curriculum, that the school with save time and money not having to train so many new teachers, and that the students will get to see the teachers they have grown to love when they return in mid-August. I know change is difficult, and the unknown comes with a lot of stress, but with patience and perseverance, I am confident that this will be our best year yet!
—Submitted by a teacher


Posted August 5, 2014

Over the past year+ we have seen a lot of changes with staffing and the Governance Board which has been all for the better. The new board members have been sure to include parents as best as possible in finding a new principal and in changes in and around the school. I see a new year starting off strongly for the kids, which is the most important thing we need right now. I hope that this new year brings more parent involvement, which I have seen lacking greatly over the past year. Between stronger parent involvement, an informed board and new principal we will be a school like no other! Looking forward to what the 2014-15 school year has to bring and the continuance of learning excellence that my child has definitely received.
—Submitted by a parent


Posted August 4, 2014

This school was better off with our principal Scinski. I have the need to remove my children from this school. I highly recommend that you informed yourself about a lot of stuff going on. Questions to ask: Why is it that the principal or intern principal have to notify the board to make a approval for children's safety and education? What will happen of there's an emergency at school? , would they have to wait for a yes or a no to proceed. What happen to PTC Money? Where's all the documents of minutes and money raised? Why was the librarian fired ? What proofs did they have to get rid of this new lady? What proof do they have for firing the principal? Are they trying their best to make this school look good to impress you or the students. Lots of changes have been made over the summer, LOOK OUT for your Child/ren's safety and education. I highly recommend that you also ask for board meeting minutes. Why are these two ladies board members president and Vice President taking over without any credentials or experience in taking over a school that had lots money when the school ended 2013-2014.


Posted August 4, 2014

This school was once a great environment for students. However, these last couple of months have definitely changed the whole atmosphere and that is 100% due to the two board members who "handle" everything. Students are now exposed to nonstop gossip from these board members and now the few teachers who follow the "leaders" example. The two that are now in charge of the school make decisions that they are not qualified to make! Which completely brought the school's budget, atmosphere, and staff down. The board has become power hungry and now even treat (certain) staff with disrespect. Being a parent and having your child come home crying because she believes her favorite staff may quite because of board members taking advantage of them and being filled with power is upsetting. Honestly keep your child safe from all the hurt and go a different direction. Or wait until certain board members are removed because this school is likely to go under investigation AGAIN. I know I am going straight to the district for help.
—Submitted by a parent


Posted July 23, 2014

This will be our fourth year at this school. We are very excited about the change in leadership. We drove by the school this last week and the campus is a buzz with new landscaping, painting, summer camp and the new leadership. The schools website is updated regularly and feels really positive, open and inclusive of the whole community. We cannot wait for this new school year to start.
—Submitted by a parent


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


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 2012 and Spring 2013. 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%
Not 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%
Not 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%
Not 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%
Not 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%
Not 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%
Not 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%
Not 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%
Not 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%
Not 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%
Not 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%
Not 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
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

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%
Not 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%
Not 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%
Not 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%
Not 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
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

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
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

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%
Not 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%
Not 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
Hispanic 49%
Black 34%
Two or more races 6%
White 6%
Asian 3%
American Indian/Alaska Native 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 84%N/AN/A
English language learners 38%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

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

Teacher resources

Special staff resources available to students 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)
Nurse(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)
Teacher aid/assistant teacher
Tutor(s)
Foreign languages spoken by school staff Spanish
Vietnamese
Read more about programs at this school
Source: Provided by a school official.

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

Arts & music

Specific academic themes or areas of focus
  • Arts (all)
  • Performing arts
Staff resources available to students
  • Dance teacher(s)
  • Poetry/Creative writing teacher(s)
School facilities
  • Performance stage
Visual arts
  • Drawing / sketching
  • Painting
  • Photography
Performing and written arts
  • Creative writing
  • Dance
  • Drama
Clubs
  • Dance club
  • Yearbook

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)
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)
  • Nurse(s)
  • 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.

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
  • Jeffery Moore
Best ways for parents to contact the school
  • Email
  • Phone
Gender
  • Coed
Special schedule
  • 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?
  • Arts (all)
  • 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
  • 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
  • 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)
  • Nurse(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)
  • Teacher aid/assistant teacher
  • 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.

Sports

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

Arts & music

Visual arts
  • Drawing / sketching
  • Painting
  • Photography
Music
  • None
Performing arts
  • Creative writing
  • Dance
  • Drama
Media arts
  • None

Student clubs

Clubs (distinct from courses)
  • ASB-Associated Student Body
  • Dance club
  • Gardening
  • Homework help/study buddy club
  • Student council/government
  • 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

ADVERTISEMENT
ADVERTISEMENT

Compare this school
to nearby schools

Compare schools »

Compare

Add this school to compare

Nearby schools





Language Academy
San Diego, CA



ADVERTISEMENT
ADVERTISEMENT