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GreatSchools Rating

Washington Elementary School

Public | K-5 | 286 students

We weave the theme of international citizenship throughout the curriculum.
 

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Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 2 ratings
2012:
Based on 2 ratings
2011:
Based on 2 ratings
2010:
Based on 2 ratings

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Principal leadership

Parent involvement

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18 reviews of this school


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Posted June 5, 2013

This is a friendly, and enriching neighborhood school with a particularly strong transitional kindergarten program. It is a diverse school. I see this as a positive attribute. My son's class included kids from Japanese, Saudi Arabian, Iranian, Native American, British, and Italian families in addition to several hispanic families. The school celebrates this diversity and offers an good language program with 40 minutes language instruction (currently choice of Spanish or Italian) 4 days a week from TK onwards. English as a second language is an alternative for those that need it. I also like the music program; and the computer classes - not just playing games - our TK-ers now type with two hands! Specifically for TK there are lessons on empathy and getting on with other kids, and a fun atmosphere with time for playing together and forming friendships. The staff are caring and the school is in a great location in the heart of Little Italy and is well connected with the community (one issue: parking! Come early for pickup or be prepared to pay at the meters).
—Submitted by a parent


Posted June 2, 2013

Disorganized and poor leadership. When my daughter was two, I would take her to the little park adjacent to the school on State Street. One morning we see a group of children going back to their classroom, one stops at the fence and starts yelling names to a little boy playing in the park. The rest of the class joins him in unison. The teacher is right behind them and does nothing, total indifference on her part. The little boy's mom could not run fast enough to get to him, he looked too young to understand what had just happened but the expression on his face told me otherwise. My daughter is now five and ready for kindergarten. Washington is our home school, we had no luck with the schools options lottery to attend a different school. My husband and I decided to approach the school and see what we were getting ourselves into. I walked into the office to make an appointment for a tour, it was a Tuesday. We got a call back the NEXT Tuesday afternoon for a tour the next morning! I called to make another appointment, someone would call me back. Yes, the next week at 4pm for a tour the next morning. All we needed was a longer notice to rearrange our work schedules. Still no tour.
—Submitted by a parent


Posted December 12, 2012

Washington Elementary is an excellent school. We absolutely love their overall approach to keeping a focused, academic environment that discourages many of the distractions and/or inappropriate dress/behavior that seems so easily overlooked by parents and schools. Having two older children and experience with elementary schools, the curriculum is advanced with our kindergartener having the option of Spanish or Italian as a foreign language! Having spent time in the classroom during school, I got firsthand experience with my child's teacher. She has extensive experience and it is very apparent in her approach. After our one-on-one parent/teacher conference, I had a clear idea of daily routine and was most impressed with the structure provided. Our child attends the SAY After School Program and doesn't want to leave each day because he loves it! I feel very well-informed of my child's progress, as well, with daily behavior cards and a homework folder. He's 5 and reading and writing! There is a friendly, cheerful staff and I can't say enough good about this school. I am not easily impressed. As a parent, I have the utmost confidence that our boy is in the best of care.
—Submitted by a parent


Posted November 9, 2012

I am the new School Psychologist at Washington Elementary this year. I have worked at many schools in the district as well as schools in other districts. This is a wonderful and unique school located in a beautiful area. The school supports the culture and history of the area by offering the rare opportunity to take Italian and Spanish classes. However, Washington is not without challenges being located near Down Town. We serve a large population of homeless children and the staff goes out of their way to help support student and family needs. School gates close after school starts and all visitors are required to sign in for security purposes. This school has a very friendly, highly competent and diverse staff who speak many languages. The School offers the family Friday s program and listens to parent feedback and suggestions. I really don't know how anyone could give this school a bad rating. If I could give 6 stars I would. Sincerely, Felicia.
—Submitted by a teacher


Posted April 8, 2011

I have two children in this school. The other day a neighbor came up to my children (their native language is English) and said good morning to the kids in Spanish. My children translated the Spanish into Italian and responded to my neighbor in Italian. The foreign language instruction is fantastic. Additionally, my kids actually complain when I pick them up from the after school programs because they don't want to leave for the day and love school so much. Most importantly, I feel that the staff and teachers value both education and life lessons for the kids. With foreing language instruction, a beautiful interactive garden, and many enrichment programs, I feel that the school provides a well balanced and global education. The well balanced education serves the kids well and is important to ensure that the kids grow up both intelligent, but also with responsible and community oriented values.
—Submitted by a parent


Posted March 14, 2011

I am the principal of Washington Elementary School. We have made many new changes such as 10 ft wronght iron fencing surrounding the school and a new front office entrance that allows us to secure the entire school during the school day. All visitors must enter directly into the front office to sign in. We share Amici Park with the San Diego Park and Recreation Department. The public uses the park after school hours. Currently, we are working with the Little Italy Association in building a dog park on the south end of the grass area. Children will have a safe and clean place to play, as well as our neighborhood dogs. Call me at (619) 525-7475 to make an appointment to see our new school! Janie Wardlow


Posted October 27, 2010

My 3rd grader was bullied every day because she couldn't speak spanish. The office staff has no idea what they are doing. No security, gates left open, homeless people walking though, college kids tanning, and dogs using the bathroom in the school's one grassy area. Wrote a check to the PTO in June, it got deposited in September.
—Submitted by a parent


Posted May 19, 2009

Out of the 4 schools my daughter has attended this was the best school. I loved everything about it. It was the best school experience she has had so far. I wish we still lived near this school.
—Submitted by a parent


Posted December 16, 2008

My child is in kindergarten and so far I've been delighted with Washington Elementary. Our teacher is kind, motivational and organized; our new principal has taken on challenging long-term goals (e.g. bringing up test scores, site improvement projects) and achieved short-term wins (e.g. Spanish lessons for English speakers, English lessons for Spanish speakers); our PTO is supported by committed and dedicated parents. We've got a good thing going and we're only getting better.
—Submitted by a parent


Posted June 16, 2008

This past school year has seen many changes - all for the best. We have really enjoyed the addition of art, PE and drama to our campus. We have also seen a dramatic increase in parent involvement and community partnerships. We did experience some difficulties at the beginning of the school year due a poorly implemented program, but it has only made the school stronger with the formation of an incredible leadership team resulting in the identification of solid academic and vocational goals. My daughter has just completed the 5th grade with the great honor of receiving the President's Award for Academic Excellence. I now look forward to my second grader being treated to the same high standard of education. I encourage you to come visit us at Washington. We are a wonderful warm and nurturing community school.
—Submitted by Karen Cumming, a parent


Posted January 27, 2008

The Harborside Program is a great program(07/08). The teachers are the best.
—Submitted by a parent


Posted December 18, 2007

This school has been nothing but a dissapointment. There are no extras and the teachers seem eager to leave early. There are several serious issues that have yet to be addressed the 'open campus', behavioral, and absolutley no extras.
—Submitted by a teacher


Posted December 17, 2007

The merger between the Harborside Program and Washington has been very dissapointing.
—Submitted by a parent


Posted June 27, 2007

Washington has been a great place for my very young, but talented little girl. She is now entering the 2nd grade reading above her level. She has grown by leaps and bounds with the caring attention that has been given to her education and individual creativity. This school has been a wonderful addition to our family!
—Submitted by Jen Ziegeler, a parent


Posted June 27, 2007

Washington is the gem of Little Italy! Parents and teachers are very diverse and sensitive to the unique school culture Washington has to offer. It's a school where you feel a part of the school family.
—Submitted by a parent


Posted June 9, 2007

The merger between Harborside and Washington will be amazing! Ms. De la Pena the Kinder teacher focuses on the individuality of each child and helps them learn in a nurturing environment. My daughter is reading and confident in a classroom environment! Parents are involved and actively looking for ways to make the school better.
—Submitted by Marianna Moran, a parent


Posted August 24, 2006

The preschool program at this school is great! Ms. Garcia is Very caring, respectful and responsible and cares about her students education and making sure they excel. Good Job!
—Submitted by a parent


Posted September 15, 2004

I am very happy with this school. My kids have made some great friends, and the teachers have all been very knowledgeable, and friendly. The school has many after school and before school programs for students and parents. I am also very happy with the 6-6 staff.
—Submitted by Michelle Smith, 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

755

Change from
2011 to 2012

+9

API Statewide Rank
(2011)

2 / 10

API Similar Schools Rank (2011)

1 / 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 its schoolwide API target for 2012.
  • This school has not yet 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 did not meet all student subgroup API targets for 2012

This school's
API score

755

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

+9

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
(2011)

2 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

1 / 10

API Similar Schools Rank (2011)
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 58% in 2012.

52 students were tested at this school in 2012.

2012

 
 
37%

2011

 
 
45%

2010

 
 
44%

2009

 
 
33%
Math

The state average for Math was 64% in 2012.

52 students were tested at this school in 2012.

2012

 
 
29%

2011

 
 
55%

2010

 
 
41%

2009

 
 
48%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 48% in 2012.

51 students were tested at this school in 2012.

2012

 
 
33%

2011

 
 
28%

2010

 
 
19%

2009

 
 
21%
Math

The state average for Math was 69% in 2012.

51 students were tested at this school in 2012.

2012

 
 
55%

2011

 
 
25%

2010

 
 
34%

2009

 
 
43%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 67% in 2012.

43 students were tested at this school in 2012.

2012

 
 
63%

2011

 
 
44%

2010

 
 
69%

2009

 
 
45%
Math

The state average for Math was 71% in 2012.

44 students were tested at this school in 2012.

2012

 
 
75%

2011

 
 
52%

2010

 
 
84%

2009

 
 
50%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 63% in 2012.

27 students were tested at this school in 2012.

2012

 
 
44%

2011

 
 
77%

2010

 
 
57%

2009

 
 
48%
Math

The state average for Math was 65% in 2012.

28 students were tested at this school in 2012.

2012

 
 
40%

2011

 
 
72%

2010

 
 
57%

2009

 
 
54%
Science

The state average for Science was 60% in 2012.

27 students were tested at this school in 2012.

2012

 
 
37%

2011

 
 
54%

2010

 
 
50%

2009

 
 
54%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

All Students37%
Females38%
Males35%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged26%
Non-economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability38%
English learner24%
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talented50%
Parent education - not a high school graduaten/a
Parent education - high school graduate42%
Parent education - some college (includes AA degree)29%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students29%
Females23%
Males35%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino20%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged23%
Non-economically disadvantaged46%
Students with disabilityn/a
Students with no reported disability30%
English learner32%
Fluent-English proficient and English only26%
Migrant educationn/a
Gifted and talented50%
Parent education - not a high school graduaten/a
Parent education - high school graduate33%
Parent education - some college (includes AA degree)14%
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 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

English Language Arts

All Students33%
Females38%
Males24%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino16%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged32%
Non-economically disadvantaged38%
Students with disabilityn/a
Students with no reported disability34%
English learner18%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talented45%
Parent education - not a high school graduaten/a
Parent education - high school graduate31%
Parent education - some college (includes AA degree)42%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students55%
Females59%
Males47%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged49%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability54%
English learner32%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented68%
Parent education - not a high school graduaten/a
Parent education - high school graduate42%
Parent education - some college (includes AA degree)69%
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 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

English Language Arts

All Students63%
Females65%
Males60%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged58%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability63%
English learner35%
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented75%
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 Students75%
Females78%
Males71%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged68%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability77%
English learner61%
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talented88%
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 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

English Language Arts

All Students44%
Females56%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged45%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability44%
English learner23%
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 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 Students40%
Females50%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged48%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability41%
English learner21%
Fluent-English proficient and English only57%
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 Students37%
Females39%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged40%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability37%
English learner15%
Fluent-English proficient and English only57%
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 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
Hispanic 78% 51%
White 8% 27%
Black 6% 7%
Two or more races 6% 3%
Asian 2% 11%
Hawaiian Native/Pacific Islander 1% 1%
American Indian/Alaska Native 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 185%N/A54%
English language learners 250%N/A24%
Source: 1 NCES, 2010-2011
Source: 2 CA Dept. of Education, 2008-2009

Home languages of english learners

Language This school State average
Spanish 98% 85%
Armenian 1% 1%
Italian 1% 0%
Russian 1% 0%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 18N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 13N/A11
Average years teaching 13N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009

Teacher resources

Foreign languages spoken by school staff Spanish
Read more about programs at this school
Source: Manually entered 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

Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab
  • Garden/Greenhouse
  • Science lab

Arts & music

School facilities
  • Art room
  • Performance stage

Language learning

Level of ESL/ELL programming offered
  • Moderate - the school consistently offers a full program for particular ESL/ELL needs
Languages supported by ESL/ELL programs
  • Spanish
Foreign languages spoken by staff
  • Spanish

Health & athletics

School facilities
  • Access to sports fields
  • Garden/Greenhouse
  • Multi-purpose room ("cafegymatorium")
School leaders can update this information here.

School basics

School start time
  • 8:15 am
School end time
  • 2:35 pm
Before school or after school care / program onsite
  • Before school
  • After school
School Leader's name
  • Janie Wardlow
Is there an application process?
  • No
Fax number
  • (619) 231-3562

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • International Studies
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
Level of ESL/ELL programming offered
  • Moderate - the school consistently offers a full program for particular ESL/ELL needs
Languages supported by ESL/ELL programs
  • Spanish

Resources

Foreign languages spoken by staff
  • Spanish
Extra learning resources offered
  • Differentiated learning programs
  • Title I Schoolwide program (SWP)
Transportation provided for students by the school / district
  • None
School facilities
  • Access to sports fields
  • Art room
  • Audiovisual aids
  • Cafeteria
  • Computer lab
  • Garden/Greenhouse
  • Internet access
  • Learning lab
  • Multi-purpose room ("cafegymatorium")
  • Parent center
  • Performance stage
  • Science lab
School leaders can update this information here.

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No

Planning Ahead

Students typically attend these schools after graduating
Roosevelt Middle School
San Diego High School
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1789 State Street
San Diego, CA 92101
Website: Click here
Phone: (619) 525-7475

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