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Teacher quality
Principal leadership
Parent involvement
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
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
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
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
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
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
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
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
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
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
The Harborside Program is a great program(07/08). The teachers are the best.
—Submitted by a parent
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
The merger between the Harborside Program and Washington has been very dissapointing.
—Submitted by a parent
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
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
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
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
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.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
52 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
52 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 48% in 2012.
51 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
51 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 67% in 2012.
43 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
44 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
27 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
28 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
27 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 37% |
| Females | 38% |
| Males | 35% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 23% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 38% |
| English learner | 24% |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | 50% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 29% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 29% |
| Females | 23% |
| Males | 35% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 46% |
| Students with disability | n/a |
| Students with no reported disability | 30% |
| English learner | 32% |
| Fluent-English proficient and English only | 26% |
| Migrant education | n/a |
| Gifted and talented | 50% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 14% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 33% |
| Females | 38% |
| Males | 24% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 16% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 38% |
| Students with disability | n/a |
| Students with no reported disability | 34% |
| English learner | 18% |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | 45% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 31% |
| Parent education - some college (includes AA degree) | 42% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 55% |
| Females | 59% |
| Males | 47% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | 32% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 68% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 63% |
| Females | 65% |
| Males | 60% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | 35% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 75% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 78% |
| Males | 71% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | 61% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 44% |
| Females | 56% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 44% |
| English learner | 23% |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 40% |
| Females | 50% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 41% |
| English learner | 21% |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 37% |
| Females | 39% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 37% |
| English learner | 15% |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
Hispanic or Latino
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - high school graduate
Parent education - some college (includes AA degree)
All students
| 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% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 85% | N/A | 54% |
| English language learners 2 | 50% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 98% | 85% | ||
| Armenian | 1% | 1% | ||
| Italian | 1% | 0% | ||
| Russian | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 18 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 13 | N/A | 11 |
| Average years teaching | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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1789 State Street
San Diego,
CA 92101
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Phone: (619) 525-7475
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For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
Please note that it can take up to 48 hours for your comment to be posted to our site. While you're here, we'd like to invite you to fill out a survey on your school's programs, activities, and extracurriculars. It only takes a few minutes and will help parents get a full picture of your school.
Continue to compare the schools you have already selected or Edit schools to change your selection.
Get started now! You have successfully registered and can now start updating your Official School Profile. The information you provide is extremely valuable in helping parents and students learn more about your school, so thanks for taking the time!
Thank you for registering as a school leader. We just need to verify your email address. We've sent you an email - please click on the link in that message to get started editing your school's information!
Thanks! We just sent you an email – please click on the link in the email to post your answers.


