Advertisement
Advertisement

GreatSchools Rating

International School Of Monterey

Charter | K-8 | 416 students

 
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 11 ratings
2012:
Based on 1 rating
2011:
Based on 8 ratings

Teacher quality

Principal leadership

Parent involvement

Rate this school

Click on stars to rate
Please select a star rating for this school.
    Helpful reviews answer questions:
  • What do you think others should know?
  • What do you like?
  • How could your school improve?
    Review Guidelines
    GreatSchools won’t post reviews that contain:
  • Inappropriate language
  • Allegations of criminal conduct
  • Names of students, teachers or staff
1200 characters remaining
Please read and accept our Terms of Use to join GreatSchools.
Please indicate your relationship to the school.
Registration is required to post your anonymous review
We will not display your name, photo or email address with your review.
OR
Your email address will never be published or shared.
Indicates a required field

49 reviews of this school


Sort by:
Show reviews by:
Posted April 3, 2014

Yes, there is a lot of homework in the upper grades. My daughter is in the middle school, and it seems like there is always a project due, a paper due in language arts, a test to prepare for in Social Studies, a paper due in Spanish, a video due for something else. Every day something. But, in the end, I think the kids learn to balance homework with their other activities, and I think they are becoming prepared for high school. when I hear about kids in other MPUSD middle schools barely being asked to write papers, I'm grateful that they are getting that experience at ISM. I agree with the student below that the new grading system is baffling and somewhat annoying to read. Some teachers do not update it promptly, so there is not the quick feedback I'd like. but, I think that comes with grading a bunch of papers. if they just assigned simple mindless worksheets, than everything would be easy to grade and understand, and homework wouldn't take as long to do. But the kids would learn less. A good group of parents and a good vibe. I can see why many more families apply each year than there are available spots. There are NOT a lot of better schools out there in this area.
—Submitted by a parent


Posted January 12, 2014

The teachers and students at this school are caring, and friendly but, the homework loads are extreme. I have about 3 hours of homework a night. I don't do anything but homework anymore since the school became an IB school. The IB program implements a weird grading system that is difficult to understand and adjust to. Overall, there are many better schools out there.


Posted December 27, 2013

This school is terrible and the teachers are uneducational and at recess or break the teachers or the person watching the kids doesnt pay attention and my son always gets hurt and all he does is text and talks and kids always get hurt. Homework lab is the worst and my son never gets his homework done and we pay alot just to have our kids getting yelled at and the after school teachers joke around with each other and dont pay attention
—Submitted by a parent


Posted November 25, 2013

My son has attended ISM for four years, while it may not be a good fit for everyone; it has been a great fit for us. The international perspective that the children are challenged with is not found in public schools. What Public school do you know of that a child can Surf as part of the curriculum (6th grade) or contact the United Arab Emeritus regarding a desalination project (5th grade)? Family Share is what is requested, it is not required. But in my opinion how could you not contribute. This is not a school that you are forced to attend. I appreciate the International School of Monterey. It is helping my son love learning. You can t put a price on that
—Submitted by a parent


Posted October 21, 2013

Had great hopes for this school but it was a HUGE disappointment academically. In four years, we had ONE pretty good teacher. Math and Spanish were a disaster. Parents very engaged but teachers are mostly below what you would find in a good regular public school. You are required to pay an annual 'gift' for their special programs and services but frankly they deliver less than a public school. Do your child a favor and don't buy the hype. An unhappy parent.
—Submitted by a parent


Posted August 24, 2013

My daughter is a student at ISM and she and I could not be happier. We both love the friendly caring community of parents and staff at ISM. This is my daughter's second year at the school and the change I have seen in her is amazing. She now looks forward to school and comes home excited about what she has learned. She talks about what she has learned, how much she likes her teachers, and what they are going to do next as a class. She has made some really good friends at this school and the school did a great job making her feel accepted as a new kid last year. Having classes like Spanish and PE as well as an stimulating curriculum is such a luxury compared to other schools in the area. The school is a safe, caring, environment and we could not be happier.
—Submitted by a parent


Posted August 23, 2013

My children attend the International School of Monterey and we love it. Mainly because of the ISM community of families and the great staff. It's a group of parents, kids and teachers that really care and have a multicultural approach to teaching and view of the world. Do I think its perfect - no, but it is the best thing that has happened to our children's education and the one thing as a parent that I feel confident we are doing right. It's a tough job to raise kids and make sure they are educated in a way that makes them prepared to be successful in this diverse world we live in. The International School of Monterey is well run and my boys are thrilled to go to school every morning. I am a very happy ISM parent.
—Submitted by a parent


Posted August 23, 2013

A strong ethos of engagement on the part of the parents, a distinctly global worldview on the part of the teachers, and a warm, accepting culture among the students drew us to ISM nine years ago. Several administrators and many teachers later, we remain very happy with the school and feel honored to be part of the ISM community. Several stand-out teachers have deeply impacted our children--academically, socially, and, importantly, helping them become confident and caring critical thinkers, willing to share their opinions. Group projects, though sometimes a logistical nightmare for parents, have given my kids team work skills. The PE classes have given them confidence in their bodies. And classmates have become close friends. I can't rate ISM vis a vis other schools, but I can say that we remain happy and active ISM parents, happy to entrust our children each weekday to the teachers, administrators, and students.
—Submitted by a parent


Posted August 23, 2013

Our kids are in their 3rd year at ISM as 4th and 2nd graders. We are grateful to have a school with a unique, whole-child, inquiry based curriculum and be a part of a warm and diverse community that is ISM. The high level of commitment on the part of the Teachers, Staff, and Parents makes ISM a great school for our kids to grow and learn in. I consider it to be academically rigorous but fulfilling at the same time. Students are challenged by an interdisciplinary curriculum that weaves content areas together and connects concepts (e.g., Spanish with Visual Arts and Math with Language Arts). We are thrilled to be a part of one of the best schools on the Monterey Peninsula!
—Submitted by a parent


Posted August 7, 2013

This school may not be for everyone, but it s been perfect for our family. As a part of the ISM Community for the past 8 years, we ve never once regretted the decision to enroll in the lottery. My child has thrived in the inquiry-based academic environment and has been rewarded with teachers who are interesting, challenging, and supportive. Any issues we ve had were resolved with a mutually respectful dialogue. Teacher turnover can be disruptive, but the influx of new ideas and talent can have a very positive impact on student learning as well. The curriculum has changed, streamlined, and strengthened over recent years with the adoption of the IB profile. Being an active part of the Community makes a difference in the overall experience-- I make it my duty to get to know my child s teachers personally, offer resource and volunteer support (I work full time, but choose to volunteer, a lot), provide program feedback to administration when requested, and financially contribute to allow the continuation of special programs (arts, ). ISM has a wonderful core of parent-guardian volunteers that contribute an enormous amount of energy in support of the students, teachers, and school.
—Submitted by a parent


Posted August 1, 2013

The campus is in great need of a facelift but aside from that it is a wonderful school with wonderful teachers and staff! We feel very lucky and proud to be a part of it!
—Submitted by a parent


Posted June 9, 2013

After reading all these comments. ISM looks like okay school. I mean I go to ISM as well and I am in 6th grade but I am kind of scared of the teachers next year especially the l.a or s.s classes. This is an okay school so far but I am getting second thoughts. You.have to donate t Student


Posted March 1, 2013

Teacher's don't listen to student conflict and when confronted by a parent seem to take it out on the student. Principal doesn't listen AT ALL. Kids behavior at the school is terrible. I think the lottery system is a joke. If you are a big donor your kid will get in and the staff will not discipline that child. They will get a way with misbehavior etc. Not fair to the children who want to learn. Teacher's talk down to the kids. They don't seem to be happy. Don't BE FOOLED.
—Submitted by a parent


Posted June 11, 2012

ISM may not be an academic powerhouse, but the flexible curriculum is a definite plus in these days of state-testing hysteria. The school sponsors many educational field trips and activities in the community, and these also are hugely beneficial to its student body. I also like the fact that the school is a K-8 and the students are required to wear uniforms. The one negative is the high rate of staff turnover. It's unfortunately true that many of the teachers only stay a year or two--either they are canned or choose to move on.
—Submitted by a parent


Posted July 19, 2011

We moved here a few years ago because my husband got stationed in Monterey and we have two kids enrolled at the school. Considering the surrounding schools in the area, ISM is bar far one of the best. HOWEVER ..it seems that the quality of education has been diminishing over the years. The administrators are more concerned with parent happiness than quality education. This is probably because of the growing number of pushy parents we have at the school. The teachers come and go every year and don t be fooled .hardly ANY of them are international teachers. This year we are losing 1 kindergarten teacher, 2 second grade teachers, possibly a third grade teacher, 1 fourth grade teacher, 1 fifth grade teacher, and a Spanish teacher. This isn t including the large number of middle school teachers that left as well. I can t speak for the working environment the teachers have but it seems to me that happy teachers stick around. With ample amounts of teachers leaving every year, these kids strive for consistency.
—Submitted by a parent


Posted July 15, 2011

This is a good school. Far better than other public schools in the area. It ranks on par with Carmel and Pacific Grove and in some aspects exceeds what even these top notch districts have to offer. It has recently suffered some turmoil at the top, but the school seems to have good leadership now. It is a good option, but being a public school it is not the same as other International Schools abroad. There are a few concerns though heading into 2011. Many teachers leave after only one or two years. The pay for teachers is lower than most options causing high turnover, this has especially hurt the Middle School. The school also seems to bite off more than it can chew sometimes. There are aspects of the curriculum that seem to be in place mainly to generate "good press." Parents should be ready to donate your time, effort and be asked for money on a regular basis as well!
—Submitted by a teacher


Posted June 24, 2011

This is a great school. Its not perfect and no school is. What I like about this school is that it is trying to always improve. Any school is as good as the dedication of its teachers, the support from the community and of course the commitment of the kids. ISM seems to have a generous amount of all 3. I am a fan!!!
—Submitted by a parent


Posted June 7, 2011

I used to love this school. Now, I'm considering moving my child to another school. My child even wants to go someplace else, now. What is the big bummer, though, is that it's still one of the best in the area, so moving my child wouldn't necessarily be in their best interest. I'm crossing my fingers that next year is better. But, with a new principal, who knows? The last principal was great and I'm disappointed he's the one leaving. I do love most of the other parents and students, though! Great people all around me when I'm there volunteering. It's wonderful.
—Submitted by a parent


Posted May 4, 2011

This school is awesome! This school is a school everybody is nice to each other!


Posted March 11, 2011

Ism Is The Best I Mean The Best School I Ever Been To! Its my favorite school i every been to! Ism has really fun clases on Fridays that we get to pick what we want to do. That classes is called Sem we get to do really fun stuff. Sometimes if your lucky you get to go surfing for one of the Sems with our P.E teacher! Ism Is The Best! :)


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

864

Change from
2012 to 2013

-13

API Statewide Rank
(2012)

8 / 10

API Similar Schools Rank (2012)

1 / 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 did not meet all student subgroup API targets for 2013

This school's
API score

864

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

-13

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)

8 / 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)

1 / 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.

44 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
71%

2011

 
 
81%

2010

 
 
59%
Math

The state average for Math was 65% in 2013.

44 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
70%

2011

 
 
84%

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

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

44 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
84%

2011

 
 
79%

2010

 
 
64%
Math

The state average for Math was 66% in 2013.

44 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
75%

2011

 
 
73%

2010

 
 
70%
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.

50 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
80%

2011

 
 
74%

2010

 
 
84%
Math

The state average for Math was 72% in 2013.

50 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
60%

2011

 
 
66%

2010

 
 
80%
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.

50 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
78%

2011

 
 
82%

2010

 
 
60%
Math

The state average for Math was 65% in 2013.

50 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
72%

2011

 
 
75%

2010

 
 
68%
Science

The state average for Science was 57% in 2013.

50 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
82%

2011

 
 
86%

2010

 
 
72%
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.

50 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
88%

2011

 
 
74%

2010

 
 
80%
Math

The state average for Math was 55% in 2013.

50 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
74%

2011

 
 
70%

2010

 
 
66%
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.

16 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
36%

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

50 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
80%

2011

 
 
88%

2010

 
 
78%
Math

The state average for Math was 52% in 2013.

34 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
58%

2011

 
 
68%

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.

36 students were tested at this school in 2013.

2013

 
 
17%

2012

 
 
18%

2011

 
 
n/a

2010

 
 
56%
English Language Arts

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

50 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
81%

2011

 
 
76%

2010

 
 
86%
General Mathematics (Grades 6 & 7 Standards)

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
76%

2010

 
 
n/a
Geometry

The state average for Geometry was 85% in 2013.

14 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
92%

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.

50 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
66%

2011

 
 
67%

2010

 
 
72%
Science

The state average for Science was 67% in 2013.

50 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
85%

2011

 
 
76%

2010

 
 
83%
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 Students70%
Females81%
Males53%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged36%
Not economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability71%
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 graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate73%
Parent education - graduate school/post graduate78%
Parent education - declined to staten/a

Math

All Students59%
Females67%
Males47%
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)65%
Economically disadvantaged27%
Not economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability59%
English learnern/a
Fluent-English proficient and English only63%
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 graduate60%
Parent education - graduate school/post graduate72%
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 Students61%
Females42%
Males89%
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)94%
Economically disadvantagedn/a
Not economically disadvantaged61%
Students with disabilityn/a
Students with no reported disability60%
English learnern/a
Fluent-English proficient and English only62%
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 graduate81%
Parent education - declined to staten/a

Math

All Students55%
Females38%
Males78%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantagedn/a
Not economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only57%
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 graduate56%
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 Students76%
Females88%
Males63%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantagedn/a
Not economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only83%
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 graduate64%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Math

All Students74%
Females81%
Males67%
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)89%
Economically disadvantagedn/a
Not economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only78%
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 graduate79%
Parent education - graduate school/post graduate91%
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 Students74%
Females79%
Males71%
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)75%
Economically disadvantagedn/a
Not economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability77%
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 graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate73%
Parent education - graduate school/post graduate76%
Parent education - declined to staten/a

Math

All Students78%
Females84%
Males74%
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)80%
Economically disadvantagedn/a
Not economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only80%
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 graduate73%
Parent education - graduate school/post graduate76%
Parent education - declined to staten/a

Science

All Students86%
Females84%
Males87%
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)80%
Economically disadvantagedn/a
Not economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only88%
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 graduate85%
Parent education - graduate school/post graduate82%
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 Students66%
Females84%
Males48%
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)71%
Economically disadvantagedn/a
Not economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only69%
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 graduate73%
Parent education - graduate school/post graduate67%
Parent education - declined to staten/a

Math

All Students58%
Females76%
Males40%
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)53%
Economically disadvantagedn/a
Not economically disadvantaged61%
Students with disabilityn/a
Students with no reported disability59%
English learnern/a
Fluent-English proficient and English only56%
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 graduate60%
Parent education - graduate school/post graduate71%
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 Students87%
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
Not economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only88%
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 Students92%
Females100%
Males86%
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)94%
Economically disadvantagedn/a
Not economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only92%
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 graduate100%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students59%
Females83%
Males45%
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)67%
Economically disadvantagedn/a
Not economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability59%
English learnern/a
Fluent-English proficient and English only58%
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 graduate71%
Parent education - graduate school/post graduate73%
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 Students17%
Females16%
Males18%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino19%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)7%
Economically disadvantagedn/a
Not economically disadvantaged19%
Students with disabilityn/a
Students with no reported disability18%
English learnern/a
Fluent-English proficient and English only17%
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 graduate23%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students70%
Females65%
Males74%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged27%
Not economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only71%
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)73%
Parent education - college graduate67%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

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
Not 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

Geometry

All Students79%
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
Not economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only79%
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 Students74%
Females74%
Males74%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged45%
Not economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability79%
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 graduaten/a
Parent education - some college (includes AA degree)73%
Parent education - college graduate78%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Science

All Students92%
Females87%
Males96%
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)91%
Economically disadvantaged73%
Not economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability98%
English learnern/a
Fluent-English proficient and English only94%
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)91%
Parent education - college graduate94%
Parent education - graduate school/post graduate92%
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 38%
Hispanic 24%
Two or more races 16%
Asian 13%
Black 6%
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 16%N/AN/A
English language learners 13%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 12%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

Science, Technology, Engineering, & Math (STEM)

School facilities
  • Garden/Greenhouse
Clubs
  • Science club
  • Technology club

Arts & music

School facilities
  • Art room
  • Music room
  • Performance stage
Music
  • Choir / Chorus
  • Instrumental music lessons
  • Theory
Performing and written arts
  • Dance
  • Poetry
Media arts
  • Computer animation
Clubs
  • Yearbook

Language learning

Bi-lingual or language immersion programs offered
  • Spanish
Foreign languages taught
  • Chinese (Mandarin)
  • French
  • Italian
  • Spanish

Health & athletics

School facilities
  • Access to sports fields
  • Garden/Greenhouse
  • Gym
  • Kitchen
  • Multi-purpose room ("cafegymatorium")

Gifted & talented

Instructional and/or curriculum models used
  • International Baccalaureate (IB)
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

School basics

Before school or after school care / program onsite
  • After school: ends at 6:00 p.m.
School Leader's name
  • Sean Madden
Gender
  • Coed
Is there an application process?
  • Yes
Fax number
  • (831) 899-7653

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • International Baccalaureate (IB)
Bi-lingual or language immersion programs offered

Don't understand these terms?
  • Spanish
Foreign languages taught
  • Chinese (Mandarin)
  • French
  • Italian
  • Spanish

Resources

Extra learning resources offered
  • Counseling
Transportation options
  • Buses/vans for students only
  • School shares bus/van with other schools
School facilities
  • Access to sports fields
  • Art room
  • Cafeteria
  • Garden/Greenhouse
  • Gym
  • Internet access
  • Kitchen
  • Learning lab
  • Library
  • Multi-purpose room ("cafegymatorium")
  • Music room
  • Performance stage
  • Playground
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

Sports

Boys sports
  • Basketball
  • Flag football
  • P.E. Classes
  • Soccer
  • Track
  • Volleyball
Girls sports
  • Basketball
  • Cheerleading
  • Flag football
  • P.E. Classes
  • Soccer
  • Track
  • Volleyball

Arts & music

Music
  • Choir / Chorus
  • Instrumental music lessons
  • Theory
Performing arts
  • Dance
  • Poetry
Media arts
  • Computer animation

Student clubs

Clubs (distinct from courses)
  • Community service
  • Science club
  • Technology club
  • Yearbook
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

School culture

Dress Code
  • Uniforms
Parent involvement
  • Attend parent nights
  • Chaperone school trips
  • Volunteer in the classroom
  • Volunteer time after school
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Apply

 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
Apply now
Notice an inaccuracy? Let us know!

1720 Yosemite Street
Seaside, CA 93955
Website: Click here
Phone: (831) 583-2165

ADVERTISEMENT
ADVERTISEMENT

Compare this school
to nearby schools

Compare schools »

Compare

Add this school to compare

Nearby schools







ADVERTISEMENT
ADVERTISEMENT