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GreatSchools Rating

George C. Marshall Elementary School

Public | K-5 | 785 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 4 ratings
2012:
Based on 4 ratings
2011:
Based on 4 ratings

Teacher quality

Principal leadership

Parent involvement

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49 reviews of this school


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Posted August 18, 2013

My child attended Marshall West last year for K and this year for 1st. The reason I give it two stars is strictly because of the teachers. They deserve 4 stars...same with principal and office staff. They are terrific. I must say though, our experience here has been horrendous. My child is very bright and well behaved and she is pushed aside because of all the "problem" children in her class. There is no academic challenge for her and therefore no achievement because her classroom is so overcrowded that the teacher has to focus on all the other children. Granted it's not the teacher's fault, but I can't let my child's education suffer because the district believes that 30 kids to one teacher is reasonable. I got through last year being very active volunteering and helping out, but this year I just can't sit back and let it all happen again. 1st Grade is the first year children really get into active academics and I need her experience to be a pleasant one. I truly feel horrible saying it because I love the teachers, but my daughter just won't get the education she deserves at marshall.
—Submitted by a parent


Posted June 8, 2013

I don't have an overall issue with the school, but the overall curriculum that I am sure is pushed by the state. I do homework every night with my 5th grader because she comes home without knowing her Math and still she gets good grades in her tests. I know for a fact she does not know what is being thought so how can she get B+ and A's in her tests?
—Submitted by a parent


Posted March 7, 2013

The best thing about this school is the principals and teachers! It is true that it is unfortunately underfunded which is the same of most California schools. You definitely have to stay on top of your child's education, but that is the same anywhere you go. And for God sake VOLUNTEER and help out w/school activities! I was extremely involved w/the PTA (when it still had good people that were there to HELP the school) and enjoyed my time at Marshall, and so did my children. I disagree w/most of these reviews. I guarantee that most of these parents hadn't dealt w/any school in California before. The WONDERFUL principal at Marshall works countless thankless hours to better the school and is constantly trying to "fix" what the last principal "broke". So my advice, is give Marshall and Marshall West a real chance, and let them prove all this negativity wrong! MWest (K-1st gr) also has an amazing principal! I guess the one thing that should be promising to anyone reading this is, at least the District has finally started doing something right by this school by hiring 2 of the most dedicated principals I've ever had the privilege to work with. Loved our time at Marshall and miss it.
—Submitted by a parent


Posted February 8, 2013

The only reason I give this school 2 stars instead of 1 is because of the Principal. He seems to be the only person at this school who has any idea what is going on or trying to make any improvements. My daughter is in Kindergarten here, and if there were no parent volunteers in the classroom on a daily basis, the kids would be running around and not learning anything. Her teacher is the most unprofessional, lazy "educator" I have ever met. Communication is nonexistent, and the classroom is terribly disorganized and messy. I am beyond thrilled that we are moving so my daughter won't have to attend this school for 1st grade.
—Submitted by a parent


Posted October 18, 2012

This school to me is below standard as is all the schools in this area. Its is apparent that to obtain a qualify education you must home school or pay for private school. California has failed it's parents and youth. NEVER CUT EDUCATION, you IDIOTS. That only helps the wealthy! My son just transferred from North Carolina and their schools were better! WHAT A DISAPPOINTMENT. I am sure they are trying their best, but the issues is plain and simple. There needs to be an adoption of one NATIONAL STANDARD in K-12 Education! You must adopt measures like New Jersey where even the Teachers are tested and bad ones are gone! NO EXCUSES!!! I am having to do the teachers job at home!!!
—Submitted by a parent


Posted January 27, 2012

My twins are attending this school in Kinder, I've never been so disappointed. The school lacks discipline, structure, and underfunded. The classroom smells horrible and the kids are coming home with the inclass homework blank. If parents don't volunteer than the teacher can't get the kids to do their work? If I can't get them transferred then I am going to homeschool.
—Submitted by a parent


Posted January 23, 2012

My children are currently going to this school. We moved here last month from Texas. I have not found one good trait about this school. Their teacher's classroom is filthy, their is no organization, classes don't start or end at the right times. Kids run a muck. Very disappointed. Hoping to transfer them to another school.
—Submitted by a parent


Posted January 13, 2012

This school is underfunded, understaffed, and way overrated- more like a 3, not a 7. I've had it and we will not be returning to this school next year. Caution to other military families- please send your child elsewhere or homeschool. Our school isn't "poor" enough to receive many of the programs offered to other schools in the area. The school suffers because our free lunch program hovers below the 50% that schools needs to get extra help. So we suffer! If you do send your child here, be prepared to spend 10-12 hours a week volunteering so that you can know what's going on in the school. There is no communication and it is VERY disorganized. And be prepared to be one of the 8 people who do all the volunteer work to keep the school afloat.
—Submitted by a parent


Posted June 16, 2011

I was very disappointed in this school. As a Monterey Bay native I had high expectations for Marshall. My child had very bad experiences here and we have left the entire district due to the lack of response of the principal and the school board. I would not recommend this school to anyone. The teachers are good for the most part but I just didn't feel that my children were safe there.
—Submitted by a parent


Posted June 6, 2011

We chose this school for the dual language program and I have been somewhat pleased with the academic outcomes our child has achieved; however, we are very disappointed with the overall experience. Our child has done well because we are so actively involved, but we are concerned for the other families that don't have the same involvement.The school environment is not inviting and the school philosophy is not expressed. It makes us very sad that it didn't work out for us and we are thankful that we have found alternate program, but we sincerely hope that the dual language program succeed. It's a great program, but it needs a lot more support and more effective teachers.
—Submitted by a parent


Posted June 1, 2011

This school definitely doesn't deserve a 7. Maybe a 4 and that's generous! Should've listened to word of mouth. We waited until the end of the year for these comments to be fair and objective; I'm afraid in this case we can't be..It would be easy to point the finger at the principal, the teachers, other parents, etc. but the reality is they're overcrowded, under-funded and under-staffed. Additionally they don't have/make time! We didn't pay so, we got exactly what we "didn't pay for" a repeat year for our child since she's now far behind her peers! Time lost that will never be replaced! We'd have been better off home schooling or investing the $6000 per semester at the local Catholic school. Never seen it this bad in 16 years in the military. In terms of education, Marshall elementary is right on par with another local school that was shut down during the school year for being so terrible! It could use a complete revamping inside and out. I can't believe the military funds this dump should've known when we were greeted by the school dumpsters- yes right in front of the school!! Caution parents research 1st. Hate to do this because I'm sure the staff tries but...still bad!
—Submitted by a parent


Posted February 25, 2011

True that the Principle is sorely lacking in leadership skills, but also there are issues with some parents. One parent claims the teachers aren't good enough. Evidence shows she is on the internet attacking & trolling messages boards using multiple screen names. She should be more involved with her two children & their school work instead of using the time to troll online & neglect them.
—Submitted by a parent


Posted November 27, 2010

This school need to have a better leader in order to put the school at their best. Principle does not enforce discipline enough especially for trouble student, who doesn't know any better.Budget cut from CA State make it worse. My suggestion, if you have any other choice, Marshall would be your the least desirable one.
—Submitted by a parent


Posted October 4, 2010

My child has been at Marshall for 2 years, both years we have been extremely pleased with the teachers. Every teacher I've met at Marshall really seems to care and to do their best. There seem to be a lot of complaints about the principle on this website, the truth is that he cares about the kids and I believe he's doing his best given very tough circumstances. Could he be a stronger leader? Yes. Year in/year out, the PTA is wonderful, they work wonders supporting the school when budget and personnel shortfalls cause problems.
—Submitted by a parent


Posted September 7, 2009

The Principle: lacks the leadship and motivation necessary to run a school under so many challenges. I truyly believe the principle cares but his action fail miserably in comparison to his words. He has made promisses and has failed to follow through. He is forgetful and at times dismissive. When busing funds were limited and no busing was to occur within 2 miles of the school, the principle took little to no action in making the drop off procedures safe for students. In the first week I brought ideas and solutions to the problem and his response was a 'wait and see' approach. After making calls through the school district and military I saw no less than 4 of my proposals utilized but it took children nearly being run over and a host of other traffic issues before anything was done. there is so much more but not enough space...
—Submitted by a parent


Posted August 18, 2009

If you send your kids to Marshall, be ready to be extremely active in the education process of your children -- if you want them to have a quality education. The principal is forgetful, indecisive, and misleading. He needs constant oversight from parents or he won't do the things he promises to do. Teachers are generally pretty good, but some fall in to the Union mentality-- 'it's not in my contract' -- so parents have to fill those contract gaps to make things happen. Be active and involved and the kids will benefit-- despite the obstacles the administration, budget and policies present.
—Submitted by a parent


Posted August 10, 2009

I have two kids that attended Marshall Elementary for two years. This school really lacks resources as well as a full rounded education for its students. I agree there is no real discipline. My one daughter's fourth grade class was a swirling torrent of chaos. The teacher rarely had a firm grip on them which then in turn falters their education. Not to mention the size of the classes as each grade ascends is horrendous. You cannot teach effectively with that many kids in your class, especially the fifth graders. A counselor there once told me he doesn't hold teachers responsible for children learning well. This astonished me because if there are no good or bad teachers and they aren't responsible for teaching well then why are they there?! Sad to say but I rather home school than put my kids in the hands of Marshall Elementary.
—Submitted by a parent


Posted January 8, 2009

My kids attended Marshall while we were stationed in Monterey, and between the two we experienced every grade level. What everyone says about Marshall is true, it has heart. The teachers are wonderful, each offering special qualities I'm grateful my kids experienced. Parent involvement is second to none, the PTA is dynamic and welcoming. Marshall's after school opportunities are improving too, when we left they were offering Science and Guitar classes. Support staff is terrific and the principal is always working to improve the facilities and offer new opportunities. The way they met the special needs of military kids was especially comforting. This is not a school district in which you demand and receive. It is struggling to fund even the basics. But if you're willing to roll up your sleeves and be part of the team, Marshall can be a family, just like it was to my kids and me.
—Submitted by a parent


Posted September 13, 2008

my son was in marshall elementary when we were stationed in monterey, ca. he fitted in quite quickly. he was also in the gate programme. so i could say that the teachers are helpful & knowledgeable. despite of poor funding, my son was given good projects to work on - did the teachers bought them for the students? on our part, we participated finacially whenever the call was made. my son still remembers fondly his teachers & has been correspnding to them thro' email.
—Submitted by a parent


Posted September 8, 2008

I have two boys attending Marshall and so far the teachers have been wonderful and I am really happy with the school.
—Submitted by a parent


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

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

831

Change from
2012 to 2013

-27

API Statewide Rank
(2012)

7 / 10

API Similar Schools Rank (2012)

9 / 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

831

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

-27

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)

9 / 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.

137 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
74%

2011

 
 
72%

2010

 
 
71%
Math

The state average for Math was 65% in 2013.

137 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
69%

2011

 
 
73%

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.

121 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
57%

2011

 
 
52%

2010

 
 
46%
Math

The state average for Math was 66% in 2013.

120 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
76%

2011

 
 
64%

2010

 
 
61%
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.

96 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
71%

2011

 
 
60%

2010

 
 
65%
Math

The state average for Math was 72% in 2013.

97 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
69%

2011

 
 
55%

2010

 
 
57%
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.

83 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
59%

2011

 
 
60%

2010

 
 
76%
Math

The state average for Math was 65% in 2013.

82 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
59%

2011

 
 
59%

2010

 
 
66%
Science

The state average for Science was 57% in 2013.

82 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
56%

2011

 
 
58%

2010

 
 
62%
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%
Females76%
Males70%
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)81%
Economically disadvantaged65%
Not economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability75%
English learner61%
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate44%
Parent education - high school graduate48%
Parent education - some college (includes AA degree)84%
Parent education - college graduate83%
Parent education - graduate school/post graduate80%
Parent education - declined to staten/a

Math

All Students78%
Females76%
Males81%
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)94%
Economically disadvantaged74%
Not economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability80%
English learner67%
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate50%
Parent education - high school graduate62%
Parent education - some college (includes AA degree)89%
Parent education - college graduate89%
Parent education - graduate school/post graduate80%
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 Students47%
Females49%
Males46%
African American43%
Asiann/a
Filipinon/a
Hispanic or Latino22%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged33%
Not economically disadvantaged63%
Students with disabilityn/a
Students with no reported disability47%
English learner5%
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 graduate14%
Parent education - some college (includes AA degree)58%
Parent education - college graduate67%
Parent education - graduate school/post graduate56%
Parent education - declined to staten/a

Math

All Students54%
Females42%
Males62%
African American46%
Asiann/a
Filipinon/a
Hispanic or Latino22%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged38%
Not economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability53%
English learner21%
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate23%
Parent education - some college (includes AA degree)62%
Parent education - college graduate67%
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 Students51%
Females54%
Males50%
African American36%
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)54%
Economically disadvantaged47%
Not economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability52%
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 graduate50%
Parent education - some college (includes AA degree)55%
Parent education - college graduate52%
Parent education - graduate school/post graduate47%
Parent education - declined to staten/a

Math

All Students65%
Females58%
Males70%
African American42%
Asiann/a
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)61%
Economically disadvantaged63%
Not economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability66%
English learner45%
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate72%
Parent education - some college (includes AA degree)55%
Parent education - college graduate68%
Parent education - graduate school/post graduate67%
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 Students73%
Females81%
Males63%
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)79%
Economically disadvantaged62%
Not economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate57%
Parent education - high school graduate62%
Parent education - some college (includes AA degree)69%
Parent education - college graduate88%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Math

All Students63%
Females69%
Males53%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged58%
Not economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability64%
English learnern/a
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate57%
Parent education - high school graduate46%
Parent education - some college (includes AA degree)62%
Parent education - college graduate60%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

Science

All Students57%
Females58%
Males56%
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)75%
Economically disadvantaged47%
Not economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability59%
English learnern/a
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate43%
Parent education - high school graduate46%
Parent education - some college (includes AA degree)46%
Parent education - college graduate73%
Parent education - graduate school/post graduate86%
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
Hispanic 38%
White 37%
Two or more races 10%
Black 8%
Asian 3%
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 59%N/AN/A
English language learners 27%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

Teacher resources

Special staff resources available to students Instructional aide(s)/coach(es)
Foreign languages spoken by school staff Spanish
Read more about programs at this school
Source: Provided by a school official.

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Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab

Language learning

Foreign languages spoken by staff
  • Spanish

Health & athletics

Staff resources available to students
  • Instructional aide(s)/coach(es)
School leaders can update this information here.

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School basics

School Leader's name
  • Luisa Caballero
Special schedule
  • Year-round
Fax number
  • (831) 899-4773

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Individually guided instruction

Resources

Staff resources available to students
  • Instructional aide(s)/coach(es)
Foreign languages spoken by staff
  • Spanish
School facilities
  • Computer lab
School leaders can update this information here.

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300 Normandy Road
Seaside, CA 93955
Phone: (831) 899-7052

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