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Teacher quality
Principal leadership
Parent involvement
My daughter has been attending Knob Hill for two years. The teachers and staff work together to provide the students with vast resources which plays a critical part in their educational growth. The students who need the extra help get it through after school programs in reading and math. Students are excited to attend school as there are many incentives to encourage them to do their best. I am extremely thankful that this level of education is still being provided in our public education system.
—Submitted by a parent
I have a son at this school and he is so enthusiastic about going to school every day. The teachers are always very interested in what the kids are doing. He is advancing in his reading and his math skills amaze me. The teachers and the principal are always very easy to talk to. I love this school and their positive attitute towards teaching kids.
—Submitted by a parent
I have two children that attend KH. I am really impressed by the excellent teachers that teach at this school! They were always encouraging them to go beyond grade level standards and most of the kids were. My children did not get lost in translation with the spanish speaking students as was mentioned in a poor review. I highly recommend this school!
—Submitted by a parent
I have 3 children all have been at this school since KG. My children are well advanced readers because of this schools interest and constant reminder of how important and how fun reading can be. My children are well advanced amongst children (cousins) their own age who attend Escondido school district.
—Submitted by a parent
My kids have attend knok Hill since KG. We moved out of the area and fought hard to stay in Knob Hill. We are sappose to attend a school in Escondido, no thank you! Knob Hill is a all a round great school!!
—Submitted by a parent
Excellent School. My 2nd grader daughter did benefit a lot during the year. Great Teacher and Staff. I am impressed. --Vineet
—Submitted by a parent
I am very thankful with my daughter's kindergarten teacher, I can see how much she focus on every single student to accomplish their daily routine,she always go the extra mile. The principal at knob hills, he is always there; supervising,checking and reminding The Hawk Way.
—Submitted by a parent
I think that this school is the best school to send your kids to. The teachers and staff are the most caring and amazing people that really care about your child/children and work to make sure that no matter what they get the best education possible. Love the school and everything about it!
—Submitted by Janice Maschue, a parent
I believe that this school has a highly dedicated group of teachers who are sincerely interested in their students education.
—Submitted by a parent
I am continually pleased with the high academic performance at Knob Hill school. The teachers are attentive to curriculum, in particularly reading/comprehension. Incentives for student excellence are appropriate for grade level and students strive to achieve their goals. Staff are friendly and caring and I feel comfortable with the safety and health of my child at school. Parent/teacher contact is encouraged through phone calls, impromtu visits before and after school as well as conferences when needed. Overall, I am very pleased with my child's level of education and social development at Knob Hill.
—Submitted by a parent
This school is a great school. Lots of parent involvement. Excellent principal. The vice principal was a 1st grade teacher and is great. I loved the families and the extra activities you could pay for that were available after school.
—Submitted by a parent
This school have met my expectations as a parent that cares for his son education. I think the Principal and his team of teachers are doing a great job with our kids. They have many extracurricular activities that allows parents to get involved with school teachers,parents and our kids. Congratulations to all the personel that works at this school because they are doing an axcellent job!
—Submitted by Alicia Muniz, a parent
One of the few schools still around that offers there students a music program and PE classes. They're not so driven on testing data to eliminate these needed programs. In addition, lots of opportunities are given for parental involvement in family activity nights.
—Submitted by a parent
I have two children enrolled in Knob Hill. One is a kindergatener. He has 30 children in his classroom with 2 teachers. He has a music class.computer class, and library day once a week. He is learning by leaps and bounds. My other son is in 2nd grade. All 3 years that he has been there, the teachers he has had have been great. The teachers are always willing to explain how they are doing. My 2nd grader had a little trouble with reading in the being of the school year. His teacher was on it right away working with us on how to bring him up to speed. He is now at the top of class in reading. At Knob Hill they are very much into making sure the kids get enough P.E and sports. I feel that Knob Hill is an excellent
—Submitted by Nicol, a parent
Not impressed at all with school. 35 students in kindergarten class, only 8 spoke english. I helped out in classroom for the one month my child attended. The teacher and aid had to spend most of their time translating basic instructions (sit in your chair, use your green crayon) So many of the children were staring out the window because they couldn't speak english and the the english speakers tuned out from hearing so much spanish. Tough learing invironment.
—Submitted by a parent
This review is in response to the one posted this month. I would like to state that the information is incorrect. There has never been 42 kids in a classroom as the state maximum is 33. My child has attended Knob Hill since Kindergarten and he is in 4 grade right now and we have had nothing but a good experience with the school. The Teachers have been the best, the Principal has been helpful and office staff has been wonderful. I also have a Kindergarten child there and he is learning by leaps and bounds. If you decide to bring your child back to a public school, I would recommend that you get involved with the school/parent club so that you know what the guidelines are and so you are aware with what is going on within the school as I'm sure you would then have a different opinion.
—Submitted by a parent
San Marcos schools are much worse than the test scores show. When my daughter started K there there were 42 students in the class. When we took her out around Christmas there were still 32 students and only 1 teacher. They did lots of independent study which means read to yourself or play with toys. It was more like a day care than school. We felt that our child was not getting any attention and was learning very little. The test scores are more related to economic status than quality school as most of our friends spent several hours a day with their children studying because they felt they were not learning.
—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.
149 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
149 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.
135 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
137 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.
126 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
126 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.
110 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
119 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
118 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 59% in 2012.
2012
2011
2010
2009
The state average for Math was 55% 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 | 78% |
| Females | 78% |
| Males | 79% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 88% |
| Students with disability | 44% |
| Students with no reported disability | 83% |
| English learner | 72% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 65% |
| Parent education - high school graduate | 76% |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 84% |
| Males | 83% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 91% |
| Students with disability | 39% |
| Students with no reported disability | 89% |
| English learner | 74% |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 90% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 94% |
| 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 | 70% |
| Females | 70% |
| Males | 71% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | 21% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 53% |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 90% |
| Males | 85% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 98% |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 97% |
| Students with disability | 75% |
| Students with no reported disability | 88% |
| English learner | 56% |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 67% |
| Parent education - high school graduate | 74% |
| Parent education - some college (includes AA degree) | 90% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 100% |
| 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 | 83% |
| Females | 88% |
| Males | 76% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | 65% |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 80% |
| Parent education - high school graduate | 76% |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 81% |
| Males | 81% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | 74% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 80% |
| Parent education - high school graduate | 70% |
| Parent education - some college (includes AA degree) | 81% |
| 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
| All Students | 81% |
| Females | 81% |
| Males | 80% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 79% |
| Males | 82% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 86% |
| Students with disability | 25% |
| Students with no reported disability | 89% |
| English learner | 50% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 62% |
| Parent education - high school graduate | 72% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 72% |
| Females | 68% |
| Males | 75% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 88% |
| Students with disability | 13% |
| Students with no reported disability | 80% |
| English learner | 20% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 86% |
| 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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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
White (not Hispanic)
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
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 52% | 49% | ||
| White | 35% | 28% | ||
| African American | 4% | 7% | ||
| Asian | 4% | 8% | ||
| Filipino | 3% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Multiple or No Response | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 24% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 43% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 96% | 85% | ||
| Cantonese | 1% | 2% | ||
| Hindi | 1% | 0% | ||
| Vietnamese | 1% | 2% | ||
| Armenian | 0% | 1% | ||
| Korean | 0% | 1% | ||
| Mandarin (Putonghua) | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 25 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 12 | 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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1825 Knob Hill Road
San Marcos,
CA 92069
Website: Click here
Phone: (760) 290-2080
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