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Walker Elementary School

Public | K-5

 

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Living in San Diego

Situated in an urban neighborhood. The median home value is $312,500. The average monthly rent for a 2 bedroom apartment is $1,750.

Source: Sperling's Best Places
 
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 1 rating
2012:
Based on 1 rating
2011:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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14 reviews of this school


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Posted October 28, 2013

This is a horrible school. If you have the option, go to Ericson. The teachers are pretty good and my son seems to like them. The Principal is awful and only cares about collecting a paycheck.
—Submitted by a parent


Posted September 24, 2012

I am impressed with the teachers at this school. They are strict and focused on the children and their education. This is a school for learning, of course they aren't allowed to run around. That is a safety issue and I'm ok with that. My children go to school to learn not exercise they play at home. The administration department could use a class in organization. Overall this school is a great school of diversity, learning, and children focused. Principal is new, but improvement takes time.
—Submitted by a parent


Posted July 1, 2011

This is the dumbest school in the world! i came here only for a month and hated it. DONT SEND YOUR KIDS HERE.


Posted February 28, 2011

This is a great school with a highly diverse population; many students are English language learners, which is probably a significant factor in why test scores may be low. The teachers are caring and committed, as is the principal. I have enjoyed being involved in our neighborhood school, and I wish that more parents would become involved as well,
—Submitted by a parent


Posted February 15, 2010

I am NOT happy with Walker and have not been for the past 2 years. My child has special needs that just don't ever seem to met to the level my child needs even though we have had several meetings to spell those needs out to the school. I feel bad for the teachers that have large classes because it seems as if kids that need more help just fall through the cracks. The principal doesn't listen, the school board doesn't listen... I'm extremely frustrated at the school and the fact that I can't chose a different school for my child.
—Submitted by a parent


Posted February 15, 2010

The new principal has now been there long enough for some of her changes to have a positive effect. She seems to be really concerned that the students are learning & that her staff take an engaging approach to teaching. She seems to be able to fairly identify parents that need to be more active in their child's learning & discipline and teachers that need to modify teaching methods to learning styles. If there were more positive parent involvement this school could easily go to 5 stars.


Posted November 2, 2009

This is my Son's 3rd year at Walker and I have see so many changes and am so proud we stuck it out. The Principle has been consistant and follows through with her word, She supports the Teachers, Staff and Parents 110% and in return, the School is doing amazing! I am a proud Parent of a Walker Elmementary 4th grader!
—Submitted by a parent


Posted May 8, 2009

The new principal seems to be carefully summing up existing policies & problems. Too bad parents with negative comments either have not come to her with concerns and/or don't understand some of the constraints principals have regarding policies. Her hands are tied with so much of the 'No child left behind' requirements and staff that is resistant to change after having a really horrible prior administration. Things are changing for the better slowly. What does need to change for schools with discipline problems & students with low grades is for parents to be more responsible for their child s behavior and education. If parents don t reinforce what is taught in school why should their child feel what they do in school matters?
—Submitted by a parent


Posted February 27, 2009

Our son started going to KG in this school and he just loves it. His teacher is great and he has made lots of friends. They have been to a field trip, school pictures are done, halloween, christmas celebration was memorable for our son. He has achieved advanced level in reading even though he comes from an Indian family (english second language). He has done a lot of artwork over the whole year. He loves music class. -- A very happy family
—Submitted by a parent


Posted September 30, 2008

This school needs to get organized. Kindergarten class changes took a month to happen, while children made friends and bonded with their teachers. Then they are switch to a new teacher and new kids. My child is very unhappy. My other child is in a combination class. At first he was stressed daily with the workload and has slowly adjusted. This school is not my first choice and if it doesn't start putting children first then I am choicing my kids to another school. Maybe I'll even home school them. Kids don't get to be kids at this school. Marching through the front gate, having lunch and lining up to go to recess, not being allowed to run at recess, unless it is a designated time for running. No wonder children are becoming obese and out of control. They don't get to burn off energy so they can learn.
—Submitted by a parent


Posted February 13, 2008

My child is in kindergarten at Walker and I must say that I too feel that there are administrative issues at this school. I have submitted a very strong concern letter to the area superintendent and board for issues that I do not want to mention on this site. Teacher quality is average, at least from what I have witnessed., and principal quality is horribly unsatisfactory. I wish parents luck with Walker, but I plan to enroll my child elsewhere.
—Submitted by a parent


Posted December 23, 2007

The principal is new to the school and does not know what she is doing. The policies of this school are only an attempt to mask the poor education quality that is provided. My child is in the 1st grade and I guarantee that he is well behind kids that attend other schools in other districts. The schools needs to focus on quality education and it starts from the top, the principal.
—Submitted by a parent


Posted November 28, 2007

This is the first year my daughter has attended this school (2nd grade)and she is loving it. Her teacher is fantastic and I can honestly say my daughter enjoys coming to school. The only issue I have is that there are a few students in her class that are consistently misbehaving and this holds up the whole class from learning as the teacher is focused on disciplining the misbehaved students. This is upsetting when it is hindering all the well behaved students that come to learn on a daily basis from getting the attention they need from their teacher to the point that this is putting them behind in their academics and effect their grades. I think there should be stricker school discipline guidlines for consistent misbehaved children in the classroom so that other students have the opportunity they deserve to learn... I am hoping it gets better...
—Submitted by a parent


Posted April 28, 2006

Walker Elementary, though having some good teachers falls short of teaching the students to demonstrate restraint. Since joining the school my child has been negatively impacted by other children that, obviously, come from somewhat unbecoming social behavior and language.
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2012.

This school's
API score

827

Change from
2011 to 2012

+11

API Statewide Rank
(2012)

6 / 10

API Similar Schools Rank (2012)

5 / 10


API Growth scores over time

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

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2012

This school's
API score

827

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2011 to 2012

+11

Change from 2011 to 2012
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

6 / 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)

5 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 56% in 2013.

2013

 
 
n/a

2012

 
 
63%

2011

 
 
43%

2010

 
 
58%
Math

The state average for Math was 65% in 2013.

2013

 
 
n/a

2012

 
 
64%

2011

 
 
50%

2010

 
 
61%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

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

2013

 
 
n/a

2012

 
 
37%

2011

 
 
50%

2010

 
 
44%
Math

The state average for Math was 66% in 2013.

2013

 
 
n/a

2012

 
 
54%

2011

 
 
63%

2010

 
 
53%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

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

2013

 
 
n/a

2012

 
 
74%

2011

 
 
69%

2010

 
 
50%
Math

The state average for Math was 72% in 2013.

2013

 
 
n/a

2012

 
 
68%

2011

 
 
64%

2010

 
 
53%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

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

2013

 
 
n/a

2012

 
 
57%

2011

 
 
58%

2010

 
 
62%
Math

The state average for Math was 65% in 2013.

2013

 
 
n/a

2012

 
 
49%

2011

 
 
47%

2010

 
 
63%
Science

The state average for Science was 57% in 2013.

2013

 
 
n/a

2012

 
 
72%

2011

 
 
65%

2010

 
 
74%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
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

Math

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
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
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
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

Math

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
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
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
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

Math

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
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
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
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

Math

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
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

Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
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
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Student ethnicity

Ethnicity This school
Hispanic 39%
Asian 15%
Two or more races 13%
White 8%
Black 5%

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 72%N/AN/A
English language learners 45%N/AN/A

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: CRDC, 2011-2012

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School basics

School Leader's name
  • Rochelle Dawes
Special schedule
  • Year-round
Fax number
  • (858) 578-8364

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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9225 Hillery Drive
San Diego, CA 92126
Phone: (858) 271-8050

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