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GreatSchools Rating

Cajon Park Elementary School

Public | K-8

 
 

Living in Santee

Situated in a suburban neighborhood. The median home value is $280,000. The average monthly rent for a 2 bedroom apartment is $1,390.

Source: Sperling's Best Places
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
No new ratings
2012:
Based on 1 rating
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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17 reviews of this school


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Posted April 28, 2014

I have two children that transferred to Cajon Park this year. Both students have done extremely well. Mr. Hooks has to be the best principal I have ever met. The teachers here are wonderful and we are happy to have made the transition. The PTSA has so many activities throughout the year to get students involved.
—Submitted by a parent


Posted April 1, 2014

This school is horrible and I will be pulling my son out. Communication is horrible. Teachers are lazy.
—Submitted by a parent


Posted March 17, 2012

We have had mixed experiences with this school, but overall, we are moving to a better school and district. Our daughter is a normal child who gets A's and is a great student. Her education is average. Our son looks normal but has several disabilities and learning disorders. The ability of these professional educators was poor, at best. They never filed his 504 with the district office, resisted an IEP, and we actually had a former principal tell me after an IEP that she did not believe in one of his disabilities. One of his teachers actually suggested that we try acupuncture for him, as it worked wonders on her horse. I kid you not. I was speechless, which I never am. As a veteran of special education with our first child, in a better school and district, this school was disappointing.
—Submitted by a parent


Posted September 20, 2010

I went to this school K-8 and when it came time for my kids to go to school we came back to Santee so my kids could go here. Proud to say both kids made it through K-8. One was in the GATE program and one has learning disabilities. Both were treated very well and cared for at their level. Hope my grand kids will be able to attend Cajon Park too when the day comes. The new JR High building is amazing and the PTSA is also top notch.
—Submitted by a parent


Posted April 24, 2010

The teachers seem to really care about the kids. The school provides a safe and encouraging environment for growth.


Posted October 9, 2009

I transfered my son to Cajon Park when he was in the 4th grade due to the fack that he would have the 3 greatest teachers wen he the 7th grade, they are Ms. Gauzie, Mr. Jenningd & last but not least Mrs. Leaman. Heses 3 teachers are are what teachers should be Caring, Motavators, Strict but very fare and most important they give kids the tools needed to make it in a very dificult first time inviroment ( Jr. High School). My niece is 19 and had them all when they wre at Santee School and has not forgot the positive way they taught, they were part of the reason se has decided to go into teacher herself. She is in her Sophmore year of College and still is in contact with them and is doing her inclass obsevations with Mrs. Leaman, she wants to learn from the best.
—Submitted by a parent


Posted October 4, 2009

Cajon Park has great teachers who really care about the kids. The kids have fun while learning, and the teaching staff encourages the students to do their best each and every day.
—Submitted by a parent


Posted June 17, 2009

Both of my children started as kindergartners at Cajon Park. Earlier today my oldest daughter went through her 8th grade graduation ceremony. In a nutshell the teachers my kids have had are outstanding. My oldest daughter had Mr. Barbary and Mrs. Hodo, both excellent teachers and provide much of their own time in helping the kids improve academically as well as socially through field trips to historical locations on the east coast, Washington DC, Williamsburg and Philadelphia. My daughter passed the District Math test at the 96 percentile, allowing her to move right into AP Geometry at West HIlls. Without a doubt, much of the assistance came from Mr. Barbary and his Math Club, along with my daughters efforts. There are countless others I've left off, but the staff at Cajon Park have established a improving baseline of academic performance year in and year out. 5 stars......
—Submitted by a parent


Posted August 19, 2008

My 2 children go to the elementary school and I have never been so impressed by the staff, one in particular. The Vice Principal, JoAnn Schultz is the nicest, most thorough administrator I have ever seen. The school has certainly changed since she arrvived!
—Submitted by a parent


Posted September 24, 2007

I have 2 boys @ this school. I have to say after having my daughter and older son @ Carlton Oaks, this is a great school. The kindergarten progam is outstanding. The teachers make sure, in a combined effort, that your child leaves kindergarten with all the basic skills. I have 2 boys that are excelling in each subject. A signifigant part of that, was the great teaching/teachers @ Cajon Park. The ar program challenges them to read and acheive more. Something they didn't get at previous schools.
—Submitted by a parent


Posted June 22, 2005

My son went to Cajon Park from the 5th grade to the end of 8th grade. Excellent school, got a great education, very happy with the teaching staff.
—Submitted by a parent


Posted May 18, 2005

I would like to say that I personally LOVE this school. We are moving out of state and I am so sad to leave, I joined this website just to ensure that I find a school that is just as good as Cajon Park. I went to this school grades 2-8, and my son has gone 1st through 4th and once again Cajon Park has shown what an outstanding school it truly is. Of course you will have the usual with children, quarls and what nots, but the teachers do care about the children and the Staff is an extremly deticated staff. I have nothing bad to say at all.
—Submitted by a parent


Posted April 4, 2005

I would like to express concern over the kindergarten program at Cajon Park. My child attends 3 hours and 20 minutes of instruction per day. The teachers and children are rushed through the curriculum and I think it compromises the children's ability to learn effectively. The teachers are overly extended and it shows in their interaction with the children & the parents. Kindergarten is suppose to set the foundation for remaining school years. The children are not enjoying this experience. They don't even get to have lunch. 1st grade is going to be a whole new experience. Kindergarte @ Cajon Park has been a challenge.
—Submitted by a parent


Posted February 25, 2005

My son is a 4th grade 1st year student at Cajon Park and I have nothing but good things to say about the school. I would like for the school to mail more correspondence home rather than send it home with the child. This would ensure a lot more contact. You never know what can get lost in a backpack! I really have enjoyed the experience though. My son recently has been asked to take the RAVEN test for the GATE program. While I am very excited, it would have been nice to receive the news in the mail. While my son is very good about giving the information to his mother or myself, you can imagine if it would have been lost though.
—Submitted by a parent


Posted March 9, 2004

Cajon Park is a terrific school. The teachers are simply the best you will find anywhere. They are dedicated to each child as an individual and the children are happy to be learning there. The office staff is incredible!
—Submitted by a parent


Posted August 25, 2003

I'm the parent of two former students (ages 39 and 41), and the grandparent of two current students aged 6 and 9 1/2. I'm also a former employee. This school is tops in my book!


Posted June 19, 2003

My daughter is an excellent student this school and faculty have a good deal to do with it. Any problems I have had in the classroom were easily resolved by simply meeting with the teachers and working on solutions. The staff has taken great care in dealing with (personal) issues that arose outside of the educational scope. The only problem that I have had has been when needing to speak with the principal. On the few occassions that my wife and I felt that we needed to talk with her directly, we were brushed off without any recourse (i.e. speak with her directly, able to make an appointment, options on follow-up). We had to take our concerns directly to the school board and even then we recieved no response from the principal. The issue was resolved through the school board and I continue to support Cajon Park School.


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

841

Change from
2012 to 2013

-12

API Statewide Rank
(2012)

7 / 10

API Similar Schools Rank (2012)

4 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2013

This school's
API score

841

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

-12

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

7 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

4 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 56% in 2013.

99 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
80%

2011

 
 
69%

2010

 
 
74%
Math

The state average for Math was 65% in 2013.

99 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
81%

2011

 
 
77%

2010

 
 
77%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

110 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
63%

2011

 
 
56%

2010

 
 
59%
Math

The state average for Math was 66% in 2013.

110 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
74%

2011

 
 
72%

2010

 
 
77%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

105 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
82%

2011

 
 
83%

2010

 
 
85%
Math

The state average for Math was 72% in 2013.

105 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
65%

2011

 
 
81%

2010

 
 
85%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

119 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
81%

2011

 
 
80%

2010

 
 
85%
Math

The state average for Math was 65% in 2013.

115 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
64%

2011

 
 
83%

2010

 
 
74%
Science

The state average for Science was 57% in 2013.

119 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
78%

2011

 
 
85%

2010

 
 
79%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

103 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
72%

2011

 
 
75%

2010

 
 
76%
Math

The state average for Math was 55% in 2013.

103 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
70%

2011

 
 
71%

2010

 
 
68%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 60% in 2013.

104 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
79%

2011

 
 
71%

2010

 
 
79%
Math

The state average for Math was 52% in 2013.

104 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
60%

2011

 
 
65%

2010

 
 
68%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 50% in 2013.

119 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
49%

2011

 
 
55%

2010

 
 
46%
English Language Arts

The state average for English Language Arts was 57% in 2013.

120 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
72%

2011

 
 
79%

2010

 
 
56%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

11 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

134 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
44%

2011

 
 
59%

2010

 
 
51%
Science

The state average for Science was 67% in 2013.

119 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
62%

2011

 
 
76%

2010

 
 
68%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students72%
Females80%
Males66%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino89%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged66%
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate70%
Parent education - some college (includes AA degree)74%
Parent education - college graduate86%
Parent education - graduate school/post graduate69%
Parent education - declined to staten/a

Math

All Students80%
Females85%
Males75%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino95%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged76%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate78%
Parent education - some college (includes AA degree)77%
Parent education - college graduate90%
Parent education - graduate school/post graduate85%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students52%
Females47%
Males60%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)53%
Economically disadvantaged28%
Non-economically disadvantaged63%
Students with disabilityn/a
Students with no reported disability53%
English learner33%
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate22%
Parent education - some college (includes AA degree)57%
Parent education - college graduate72%
Parent education - graduate school/post graduate71%
Parent education - declined to staten/a

Math

All Students76%
Females69%
Males83%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged44%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability75%
English learner33%
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate52%
Parent education - some college (includes AA degree)81%
Parent education - college graduate80%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students71%
Females79%
Males63%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged68%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate65%
Parent education - some college (includes AA degree)71%
Parent education - college graduate81%
Parent education - graduate school/post graduate69%
Parent education - declined to staten/a

Math

All Students65%
Females62%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged49%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability64%
English learnern/a
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduate57%
Parent education - some college (includes AA degree)71%
Parent education - college graduate76%
Parent education - graduate school/post graduate62%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students65%
Females74%
Males53%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged54%
Non-economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduate45%
Parent education - some college (includes AA degree)71%
Parent education - college graduate56%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students60%
Females56%
Males65%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged41%
Non-economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability60%
English learnern/a
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduate43%
Parent education - some college (includes AA degree)70%
Parent education - college graduate50%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Science

All Students65%
Females63%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged49%
Non-economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduate55%
Parent education - some college (includes AA degree)67%
Parent education - college graduate60%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students68%
Females67%
Males69%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged51%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduaten/a
Parent education - high school graduate48%
Parent education - some college (includes AA degree)69%
Parent education - college graduate75%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Math

All Students62%
Females57%
Males66%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged50%
Non-economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability63%
English learnern/a
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduaten/a
Parent education - high school graduate44%
Parent education - some college (includes AA degree)60%
Parent education - college graduate83%
Parent education - graduate school/post graduate69%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students71%
Females78%
Males63%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged53%
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate71%
Parent education - some college (includes AA degree)66%
Parent education - college graduate73%
Parent education - graduate school/post graduate69%
Parent education - declined to staten/a

Math

All Students67%
Females72%
Males61%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)60%
Economically disadvantaged56%
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate60%
Parent education - some college (includes AA degree)66%
Parent education - college graduate77%
Parent education - graduate school/post graduate65%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students54%
Females62%
Males48%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged42%
Non-economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability56%
English learnern/a
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduaten/a
Parent education - high school graduate47%
Parent education - some college (includes AA degree)52%
Parent education - college graduate54%
Parent education - graduate school/post graduate65%
Parent education - declined to staten/a

English Language Arts

All Students67%
Females71%
Males63%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged64%
Non-economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduate39%
Parent education - some college (includes AA degree)62%
Parent education - college graduate73%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students0%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students50%
Females50%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)52%
Economically disadvantaged46%
Non-economically disadvantaged52%
Students with disability11%
Students with no reported disability57%
English learnern/a
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talented81%
Parent education - not a high school graduaten/a
Parent education - high school graduate36%
Parent education - some college (includes AA degree)42%
Parent education - college graduate55%
Parent education - graduate school/post graduate76%
Parent education - declined to staten/a

Science

All Students66%
Females64%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged55%
Non-economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talented84%
Parent education - not a high school graduaten/a
Parent education - high school graduate71%
Parent education - some college (includes AA degree)57%
Parent education - college graduate68%
Parent education - graduate school/post graduate76%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
White 64%
Hispanic 22%
Two or more races 9%
Asian 1%
Black 1%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 32%N/AN/A
English language learners 7%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

This school has not yet provided program information.


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10300 Magnolia Avenue
Santee, CA 92071
Phone: (619) 956-2400

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