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Teacher quality
Principal leadership
Parent involvement
The strength of this school are the principal, Tracy Garcia, and the vice principal, Peggy Zapatta. These ladies are the first to arrive at school in the morning, and the last to leave at night. They care about Paloma, and it shows. To see the dedication these 2 women have to this school, you need to go no further than the end of the day when kids are being picked up to go home. They know everyone of the kids at their school, they say good night to almost every child that passes by, and do it by name. They deal with parents that cannot follow the parking lot rules with a smile, and participate in after school activities. Mrs Orozko, a third grade teacher, is also a hit in my book. I have not seen many teachers as organized and dedicated to her class as she is. She is always ready to speak about your child, quick to have the info she needs to have a discussion, and manages to put out a progress report every week. Everyone at this school, right down to Marvin the custodian, is dedicated to making Paloma a positive place for kids to learn and grow.
—Submitted by a parent
Paloma is a wonderful encouraging environment. I have enjoyed my time as parent and are always surprised at how supportive the teachers and administration towards students. Their ability to provide extra services, from peer tutoring to afterschool help is amazing. They truly want your child to succeed.
—Submitted by a parent
Paloma is a great school and my child has been challenged and motivated. He's loved all of his teachers and from what I understand, the private school curriculum is not much different. I look forward to this school year and what the school has to offer.
—Submitted by a parent
So far we love Paloma Elementary. Mrs. Reyes was an amazing 1st grade teacher for our child. She puts in 110%. We can only hope to have as good as teachers for our two children attending this year!
—Submitted by a parent
Paloma is a great school with many great teachers (Ogden, Navarre, Salisbury, Craker, Lewis, Feinberg) and many more. Paloma has a new principal who is AWESOME! She is dedicated to each child and listens to all of your concerns and responds immediately. Tracy Garcia is making a big difference in these childrens lives. Paloma is a caring and nurturing school and academically has a great reputation. The PTO works very hard to make sure these students have many great programs that the district doesn't fund. The parent involvement is not the best, but the parents who do help out with all the fundraisers work very hard. Great School!
—Submitted by a parent
We have been @ Paloma for 9 years; with our youngest entering 5th grade -which will be our last year. Paloma has been a nurtiring, fun, and academically challenging environment for our children. The staff seem to strike the perfect balance between work and play. Both of our children have been in the 'GATE' program, and have been individually challenged to meet their own academic needs. Consistency is the key @ Paloma. The children receive positive reinforcement and the goals for the individual child and the school are clearly defined. The Principal has always modeled the importance of character and acheivement, and has always been present; even in directing traffic after school. It provides the best that any public school can. The rest is up to the parents to follow through with @ home. Colleen Goldstein
—Submitted by a parent
We have been at Paloma for the last 2 1/2 years and it is a great school. My oldest child is challenged by the GATE program and has always had top-notch teachers. My younger child has been there since kindergarten and is doing extremely well academically and socially. The parents who say that it doesn't meet their needs either socially or academically, I would pose the question, when does anything meet ALL your expectations? My children came from a private school prior to Paloma and the academics are much better at Paloma than the private school. Socially, I fit in better at the private school than I do at Paloma. But my children are doing well academically AND socially at Paloma. I couldn't ask for more.
—Submitted by a parent
We love Paloma, everyone there is focused on the child's education, and you get a real sense of community. Great School
—Submitted by a parent
The Kindergarten classes have 33 children per class. The teachers are permitted to jobshare for 3 and 2 days a week, so bonding with a teacher is inhibited. I don't feel the children will ever be encouraged to excel, only to pass the standard curriculum. My son's academic and behavioral education is regressing rather than progressing since starting Kindergarten. The Principal and Teachers are responsive and sympathetic, but overall I would highly recommend charter/private school.
—Submitted by a parent
Our family was very disappointed with Paloma. The PTO only deals with fundraising, there is no forum for the parents and teachers to try to make the school better. We were so unhappy with the school that we pulled our child out halfway through the year.
—Submitted by Felicity, a parent
The teachers at Paloma Elementary in San Marcos are wonderful. They are challenging, yet nurturing. They are structured, yet will get out on the court for a game of basketball against the 4th or 5th graders. The PTO helps out in more ways than most parents are aware. The principal and assistant principal are always there when you need them. The parent involvement is huge. This is the end of our third year, and everyone that we have encountered have been fabulous (teachers, parents, aides, etc). Paloma is rated a 9 out of a 10 in the district, and now you know why. I think sometimes parents forget that it isn't all up to the teachers, you have to be a parent at home and assist them in their learning/homework. You have to monitor their video/television time. And sign them up for sports. We are all in this together.
—Submitted by Cassandra Nestoroff, a parent
The school is ok and will make sure child is up to grade level which is a C average. The school will not encourage the student to do better because it has done its job. School has changed since I was grade school. There are some good teachers but like anywhere else, there are some not so good teachers. The Vice Princiapl is not very responsive to your needs or concerns.
—Submitted by Albert Jimenez, a parent
We are pleased with the academics and always felt that if we were involved our children would excel. The school currently has a music teacher on staff. The parent involvement is as high as I've ever seen with a good, well funded PTA.
—Submitted by a parent
We are now in our third year at Paloma and we couldn't be happier! Not only are the teachers top notch, but it's fantastic to see all of the parent involvement here. Our boys are thriving and learning so much. Since the school is in the heart of the community, we've met so many wonderful families as we walk to and from school. The leadership Ms. O'Toole the Principal offers is top notch. The school buildings are always kept clean and fresh and the play areas have modern equipment. We've been fortunate to have Ms. Reyes, Ms. Feinberg, and Ms. Chong as our teachers and we constantly hear good words about the other teachers too.
—Submitted by Debi Krichbaum, a parent
Wonderful Principal and staff! Friendly atmosphere with teachers who teach to the individual child. Wonderful PTA who organizes family activities and employs a wonderful music teacher for the students!
—Submitted by Nikki Binkinz, a parent
Absolutely the best school in walking distance to the entire community. Teachers are way above standards - California Distinguished School Award.
—Submitted by parent, a parent
My daughter went to Paloma for Kindergarten and had a wonderful experience! Mrs. Navarre was such a wonderful kindergarten teacher, she really made each child feel special and they had alot of fun too! When we moved away, we appreciated her that much more! The school as a whole is great too!
—Submitted by a parent
My family has only experienced top-notch teachers and administrators. Mrs. O'Toole, the Principal, is the best in San Marcos Unified. Mrs. Harman is the most warm and caring 1st grade teacher. My child was lucky enough to have her. She prepared my 1st grader very well for the move up to 2nd grade. We are happy to be a part of the Paloma Panthers Family!
—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.
148 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
148 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.
147 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
147 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.
145 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
146 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.
120 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
122 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
120 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 | 84% |
| Females | 84% |
| Males | 85% |
| African American | n/a |
| Asian | 90% |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 91% |
| Students with disability | 53% |
| Students with no reported disability | 88% |
| English learner | 70% |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 54% |
| Parent education - high school graduate | 83% |
| Parent education - some college (includes AA degree) | 84% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 85% |
| Males | 89% |
| African American | n/a |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 93% |
| Students with disability | 60% |
| Students with no reported disability | 90% |
| English learner | 74% |
| Fluent-English proficient and English only | 92% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 69% |
| Parent education - high school graduate | 83% |
| Parent education - some college (includes AA degree) | 84% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 90% |
| 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 | 69% |
| Females | 73% |
| Males | 67% |
| African American | n/a |
| Asian | 90% |
| Filipino | 91% |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 80% |
| Students with disability | 53% |
| Students with no reported disability | 71% |
| English learner | 26% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 31% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 87% |
| Males | 82% |
| African American | n/a |
| Asian | 95% |
| Filipino | 100% |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 92% |
| Students with disability | 73% |
| Students with no reported disability | 86% |
| English learner | 48% |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 67% |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 88% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 90% |
| 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 | 92% |
| Females | 95% |
| Males | 90% |
| African American | n/a |
| Asian | 95% |
| Filipino | 100% |
| Hispanic or Latino | 84% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | 85% |
| Non-economically disadvantaged | 97% |
| Students with disability | 94% |
| Students with no reported disability | 92% |
| English learner | 59% |
| Fluent-English proficient and English only | 97% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 67% |
| Parent education - high school graduate | 91% |
| Parent education - some college (includes AA degree) | 92% |
| Parent education - college graduate | 97% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 93% |
| Females | 91% |
| Males | 96% |
| African American | n/a |
| Asian | 100% |
| Filipino | 100% |
| Hispanic or Latino | 84% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | 87% |
| Non-economically disadvantaged | 97% |
| Students with disability | 94% |
| Students with no reported disability | 93% |
| English learner | 68% |
| Fluent-English proficient and English only | 97% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 75% |
| Parent education - high school graduate | 91% |
| Parent education - some college (includes AA degree) | 92% |
| Parent education - college graduate | 97% |
| 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 | 83% |
| Males | 82% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 66% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 69% |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 96% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 82% |
| Males | 86% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 93% |
| Students with disability | 82% |
| Students with no reported disability | 85% |
| English learner | 55% |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 77% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 96% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 76% |
| Males | 85% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 75% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 89% |
| 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
Asian
Filipino
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 | 42% | 49% | ||
| White | 35% | 28% | ||
| Asian | 11% | 8% | ||
| Filipino | 7% | 3% | ||
| African American | 3% | 7% | ||
| Multiple or No Response | 1% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 29% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 43% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 91% | 85% | ||
| Vietnamese | 4% | 2% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Cantonese | 1% | 2% | ||
| All other non-English languages | 0% | 1% | ||
| Arabic | 0% | 1% | ||
| Farsi (Persian) | 0% | 0% | ||
| French | 0% | 0% | ||
| Korean | 0% | 1% | ||
| Lao | 0% | 0% | ||
| Mandarin (Putonghua) | 0% | 1% | ||
| Thai | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 26 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 11 | 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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660 Camino Magnifico
San Marcos,
CA 92069
Website: Click here
Phone: (760) 290-2199
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