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Teacher quality
Principal leadership
Parent involvement
Excellent academic agenda and the teachers are extremely dedicated to each childs success.
—Submitted by a parent
I love Zamorano, my oldest was there from 1st -5th grade...my youngest is still there. The teacher support is amazing I absolutely love it...
—Submitted by a parent
Zamorano is a clean, well-organized school and, for the most part, I feel comfortable that my children will be safe there. The teachers care - they know my children well - and that is the special part of the school environment. Students receive interesting, challenging work and the teachers try very hard to make sure all students are at grade level and beyond in all subjects. I do believe that the class sizes are too big in the upper grades. It is a distraction in what could be a better learning environment and can be the source of behavioral issues that cause breaks in academic attention. No class should have more than 28 students - and even that amount is too much! I hope our principal considers this issue for the new school year (2008-09). For academic and social reasons, I would like my kids to be in less populated classrooms.
—Submitted by a parent
My son has been going to Zamorano for two years now (K - 1st). I have been impressed by this school since day one! Teachers are well in tuned with each child's learning abilities and progress. The staff is on top of everything, from knowing the students' names to tight security measures. Students are challenged and taken care of. No student is left behind. The curicullum for each grade is on par...at the least! I recommend this school to anyone who cares about their child's education and well-being.
—Submitted by a parent
Zamorano is an excellent school. If you're looking for a school that has more to offer than the core curriculum then this is a great school for your child - it has a computer lab, art studio, & music program (band & orchestra). Both of my children attend this school. My daughter has attended since 2nd grade and she's now in 5th. The teachers are the BEST. Miss Foreman, Mrs. Loughman, Mrs. Yepiz, Ms. Lay, Mr. Nitzel, Mr. Meese and Ms. Kitchin are amazing, dedicated teachers who have nurtured our children. Ms. Szweda (orchestra teacher) is fantastic as well.
—Submitted by Christie M., a parent
Zamorano has some of the best teachers in San Diego. They are really suportive of their students. My son is in fourth grade and he is doing really well. Zamorano even has a great music program for their students once they are in the 4th grade...
—Submitted by Monsanette, a parent
I think Zamorano has encouraged my daghter to feel smarter and more complex with their many extra cirricular activities and great teachers.Please let everyone know this is a fabulous school for any child to attend by putting this on the Z-news.Thank You and keep teaching!
—Submitted by a teacher
My daughter has attended Zamorano from Kindergarten thru 6th grade and wil graduate this year. The school has improved tremendously over the years and I would highly recommend the school. Wonderful music teacher Ms Sweda
—Submitted by a parent
Zamorano is a very good school. My children have learned a lot and I am very pleased with their education in this school.
—Submitted by a parent
I have been very happy with this school. My daughter has been there since kindergarten and now will be graduating.
—Submitted by a parent
Zamorano is a wonderful elementary school. The principal and vice principals are friendly to parents hard working, and really care about the children, parents teachers and community. The teachers at Zamorano are dedicated and hard working, and go the extra mile for students and parents. Lastly, Zamorano has a beautiful, garden-like campus, and a fantastic arts program. I would recommend this school to any parent who is interested in a quality well-rounded education for their children
—Submitted by a parent
In one semester, my son has progressed further than I imagined. He is in Kindergarten and is doing very well.
—Submitted by E M, a parent
My husband and I work in careers that keeps us moving around. So both my children and My husband and I have seen many public schools. Both of my children attend Zamorano Fine Arts Academy (We recently moved to California and my children have been attending Zamorano Fine Arts Academy for about 2 months). We can already tell that Zamorano Fine Arts Academy is a school where the children come first. The principal and staff are very kind and they know each child's name. The principal and staff are excellent examples of what leaders are and what leaders should be.
—Submitted by a parent
Zamorano is a Great School, Our son attended Pre-School to Second Grade and the quality of Teachers, programs and extracurricular activities were positive. It is a very easy and relaxed school, you are not asked to bring materials, fund raising requests are minimal. I do not think parent involvement is all that great. Kids on older grades develop art and music talents. I'm worried about the attire and discipline on kids of older grades, but I guess unless you go to a private school, there is little you can do to control that...
—Submitted by Mario, a parent
Both of my children attend this school. They just completed 1st and 3rd grades. I have been very happy with their teachers. They keep us informed of our childrens' behaviors and achievements. The support staff is very friendly and the school environment is welcoming. The school is a Magnet school with a focus on visual arts so the children have many opportunites to do a wide range of visual arts, not just painting and photography. Now that my son is about to attend 4th grade, I'm a little concerned because class size reduction ends at 3rd grade. If the upper grade teachers are as easy to communicate with as the K-3 teachers, then I know that this upcoming school year will be just fine.
—Submitted by Kim, a parent
I love this school, my son has been there for four years now, going on five. I love the teachers, they work really well with the parents to guide your child successfully through school.
—Submitted by a parent
My stepson attended this school and he really loved it especially because they really do focus on the art aspect of learning. They seem to be more advanced than their other counterparts throughout san diego. Overall, he enjoyed his time at zamorano.
—Submitted by a parent
This school offers a wonderful GATE Seminar program that my child attends. Her class has 20 kids and the teacher has 30 years of experience with a masters in education as well as fine arts. This school also offers music and art classes (my child is learning to play violin) and has wonderful parent participation (which makes a big difference after experiencing a school without parent participation). I would strongly reccomend Zamorano to any parent looking for a quality, well-rounded education for their child.
—Submitted by a parent
Zamorano Elementary School is an exceptional school. It provides required curriculum and extracurricular activities for children attending to advance in all areas of academics and life skills. From reading to art, Children are encourage to dream the ultimate dreams, to become and rise above the rest. The staff ensure the proper standards are upheld to and that those attending succeed. It is not their intention that a child fails. They make accomodations for a child to have a great learning experience and environment. Classes are kept to a minimum. Teachers at Zamorano are caring. They go the extra mile to make sure that everything is handled appropriately. I am happy to say that when I drop off my children at their school I'm comfortable and worry-free. I know that the staff at Zamorano are competent and well trained and will care for them and notify me immediately of any emergency.
—Submitted by Zaydielynn Manalansan, a parent
I believe that if you have a child interested in the performing arts, this is the school to enroll him/her into.
—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.
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.
236 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
236 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.
212 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
211 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.
198 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
200 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.
206 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
208 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
206 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 | 61% |
| Females | 62% |
| Males | 59% |
| African American | 54% |
| Asian | n/a |
| Filipino | 77% |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 74% |
| Students with disability | 17% |
| Students with no reported disability | 64% |
| English learner | 61% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 61% |
| Females | 64% |
| Males | 58% |
| African American | 49% |
| Asian | n/a |
| Filipino | 79% |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 71% |
| Students with disability | 22% |
| Students with no reported disability | 64% |
| English learner | 62% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | 82% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 72% |
| 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 | 59% |
| Females | 62% |
| Males | 54% |
| African American | 56% |
| Asian | n/a |
| Filipino | 67% |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 68% |
| Students with disability | n/a |
| Students with no reported disability | 61% |
| English learner | 38% |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | 76% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | 33% |
| All Students | 78% |
| Females | 78% |
| Males | 79% |
| African American | 68% |
| Asian | n/a |
| Filipino | 88% |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | 72% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 50% |
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 | 68% |
| Females | 67% |
| Males | 68% |
| African American | 65% |
| Asian | n/a |
| Filipino | 65% |
| Hispanic or Latino | 66% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | 30% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 64% |
| All Students | 64% |
| Females | 62% |
| Males | 67% |
| African American | 59% |
| Asian | n/a |
| Filipino | 67% |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | 41% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 66% |
| Parent education - college graduate | 66% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 43% |
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 | 74% |
| Females | 77% |
| Males | 71% |
| African American | 62% |
| Asian | n/a |
| Filipino | 88% |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | 26% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 68% |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 70% |
| Females | 68% |
| Males | 71% |
| African American | 51% |
| Asian | n/a |
| Filipino | 85% |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | 39% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 85% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 64% |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 74% |
| Males | 76% |
| African American | 65% |
| Asian | n/a |
| Filipino | 90% |
| Hispanic or Latino | 66% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | 33% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 86% |
| 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
African American
Filipino
Hispanic or Latino
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic | 37% | 51% | ||
| Asian | 29% | 11% | ||
| Black | 21% | 7% | ||
| Two or more races | 6% | 3% | ||
| White | 5% | 27% | ||
| Hawaiian Native/Pacific Islander | 2% | 1% | ||
| American Indian/Alaska Native | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 77% | N/A | 54% |
| English language learners 2 | 30% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 55% | 85% | ||
| Filipino (Pilipino or Tagalog) | 30% | 1% | ||
| Somali | 8% | 0% | ||
| All other non-English languages | 5% | 1% | ||
| Ilocano | 1% | 0% | ||
| Arabic | 0% | 1% | ||
| French | 0% | 0% | ||
| Khmer (Cambodian) | 0% | 0% | ||
| Lao | 0% | 0% | ||
| Samoan | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 16 | N/A | 11 |
| Average years teaching | 16 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| School Leader's name |
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| Special schedule |
|
| Fax number |
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| Extra learning resources offered |
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2655 Casey Street
San Diego,
CA 92139
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Phone: (619) 267-8007
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