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Teacher quality
Principal leadership
Parent involvement
Unfortunately, we had to pull both our children out of Rio Del Mar Elementary because there was no opportunity for our sons to excel. Our oldest son was there through third grade but, because he was such a nice kid and strong student, he was constantly being seated between kids that caused problems in class as a "buffer" or his teachers counted on him to help explain concepts to struggling students. When we asked for this to stop we were ignored. Our younger son was about to enter kindergarten, but we received several very rude phone calls from the new principal telling us she "advised against" enrolling kids who are on the young-side into kindergarten. We told her he was already starting to read and understood basic math concepts, but in the end she was so aggressive with us we didn't want to put our child into a situation where he wouldn't be welcome. In the end both my kids flourished in the local private school - worth every penny. Kids there are kind, teachers attentive, and everyone is welcome to move at their own pace.
—Submitted by a parent
The reason the children score high on tests is because the curriculum is pressed on them at a very fast pace. Worksheets galore. The teachers try to insert as much art as they can but they are frustrated because the fast pace of learning does not leave much time for it. The Spectra arts program leaves about one hour per week for art/music. What the school lacks is a program or game plan for teaching kids how to be nice to others. Kids are kids, and those who act mean or even violent toward others on the playground get away with it almost every time. There are no set consequences and the teachers are not on the playground during recess. It is a free-for all. If your child does not like rough play (verbal/physical), your child will be swallowed whole. More parents need to speak up when it comes to creating an atmosphere of peace. If more parents make this a priority, I think there can be a change.
—Submitted by a parent
We really love this school because the teachers have been very kind and energetic and the principal is educated, thoughtful, very responsive and well spoken. It's in a really beautiful ocean view setting and parents are very involved. In our class we have about three volunteers a day so the teacher is always supported. The teaching is traditional/progressive and the classrooms are spotless, bright, sunny, cheery with plenty of supplies. I would say there is not a lot of diversity at Rio Del Mar, this is a predominantly affluent, white suburb, which is representative of the school.
—Submitted by a parent
Yikes, this school is bad. Completely agree with the other reviewer about bullying. Also,in my experience, there are a select group of students who get selective treatment with the best teachers year after year.
—Submitted by a parent
We pulled our child out of this school due to the overwhelming and relentless bullying he experienced here. The bullying is pervasive at all grade levels unfortunately. The girls are no more immune to this environment than their male peers. I have never seen such ruthless behavior in young children. The school is too large to effectively manage the problem and the parents seem more interested in socializing with one another than taking action.
—Submitted by a parent
Though Rio gets the great blue ribbons, there is a well known fact in the community about RIO... Zero Tolerance bullying but that is just not the case. Victims are made to confront their tormentors. As anyone knows, kids (people) recant their stories for fear of retaliation. Rio does not follow their own rules of discipline. I have talked to other Unified school employees who have pulled their children out of RIO for the lack of action on the part of the principle(s). I have talked to many parents whose kids have been bullied and their tormentors rarely get suspended, expelled..just a colored note w/ a slap on the hand. Parents and kids are made to sign a contract (that lists the consequences for bullying - that are not enforced). There is 1 assembly in the beginning of the school year re bullying. Effective? If the Administrators @ RIO were in touch w/ the realities of the playground they might change things. But they are out of touch. The parents of kids that I have talked to are afraid to go to school at times. As my (bullied) child says: "School sucks". Their motto is: "Where open hearts and open minds rule". Really. 1 on 1 w/ rio admins do not work.
—Submitted by a parent
Rio Del Mar Elementary school is a top notch school, with an amazing Principal, Vice Principal, staff and volunteers. The children are treated with great respect by talented and caring teachers. Even though these challenging economic times, parents are doing their best to keep their many programs running, with much success! Their Star test scores are high and gaining. We couldn't be happier!
—Submitted by a parent
Rio is a solid school with an incredible staff. Each grade level (K-6) has dynamic teachers that work very hard and put in many hours beyond their contracts. Many of the teachers are still on the campus after all the soccer and baseball practices are over. The administration is very available and willing to listen, as are the office personal. My children have gained so much from this wonderful group of educators.
—Submitted by a parent
Sorry to see that the principal has decided to leave. He really has been a great asset to the school. However, I'm happy that he is moving on as it seems like his hands have been tied with regards to several issues in the school.
—Submitted by a parent
Sixth grade is in the mud as teachers go. You can have a pleasant male teacher, but not learn a heck of a lot, except for computer technology. Or, you can have one of the majorly overbearing, unapproachable female teachers who walk around with frowns on their faces and give tons of homework, even on the weekends. If I had a child who was getting ready to reach the sixth grade, I would seriously think about transferring to Valencia where I have been told that the sixth grade teachers are more much more reasonable and patient. I think there should be a law where teachers should not be able to have a classroom more than five years as it seems like they either burn out or get too set in their ways. Anyway, I wish all sixth grade students luck. I really do mean that.
—Submitted by a parent
I agree with the comments below on work outside the classroom, and long term projects that cannot possibly be done without complete participation of the parent, thus taking up their weekends as well! Also, nothing seems to be done about teasing.
—Submitted by a parent
I find that there is way too much homework in the upper grades. I think, there should be more emphasis on core academics and less fooling around in school (excessive parties, field trips, etc.) so weekends will not be so flooded with work and projects that could be done during school hours. Teachers have our children all week and they should use that time wisely. When weekends roll around, students should have the opportunity to relax, be kids, and enjoy family life without having homework hanging over their heads. In addition, there is too much of an emphasis on grades. The honor roll and principal's list assembly each trimester seems a little unnecessary and unfair, especially when teachers grade differently. Anyway, it makes for too much competition and labeling. Please note: my child is on 'the list' and I still feel this way.
—Submitted by a parent
Way too much focus on test scores. GATE students are neglected as they already bring the scores up. Special needs students are neglected as they have little to offer the test scores. Social Studies and Science are given a very basic and excessively boring once over. Creates great testers, but not great learners. I agree with the focus on mediocrity for all! Teacher quality declines as you get into the grades 4-6. Parents are a bit over the top in participation.
—Submitted by a parent
This school provides a great academic program. Parents stay constanly involved and teachers encourage this involvement. The only draw back has been my daughter's classrooms. Over the past five years, she has been reassigned teachers three times due to various reasons.
—Submitted by a parent
The positives- Safe campus, affluent and well educated parent body, great website and communication to the home, spirited principal and state awards. The negatives- School prize incentives for good behavior, smelly restrooms, poor GATE program, small library and not alot of invovative teaching practices.
—Submitted by a teacher
Great school...above average parental involvement. Wonderful principle & teachers are top noch! There is a great positive feeling all around. This school is definately all about the kids and making sure that no child is left behind.
—Submitted by a parent
Wonderful! The teachers are amazing and the students are incredible.
—Submitted by a parent
Homework load is over the top. Bathroom facilities need to be better manintained. Too much bullying on playground. Other than that, pretty nice school for this area.
—Submitted by a parent
Great school with some outstanding teachers. However, I think several teachers may be overloading the kids with way too much homework. It's fine if students need extra practice, but busy work or work that a child already knows can be a waste of time for everyone involved. These poor kids need to have time to be kids Anyway, what good is a distinguished school if you have children who are stressed out/ burnt out/miserable from too much homework?
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
83 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
83 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 48% in 2012.
98 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
98 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 67% in 2012.
95 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
95 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
74 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
74 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
74 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 59% in 2012.
102 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
102 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 76% |
| Females | 82% |
| Males | 68% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 94% |
| Females | 93% |
| Males | 95% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 95% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 92% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 65% |
| Females | 79% |
| Males | 55% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | n/a |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 74% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 82% |
| Males | 83% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 86% |
| Females | 89% |
| Males | 84% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 82% |
| Males | 88% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 89% |
| Females | 97% |
| Males | 83% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 96% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 91% |
| Males | 80% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 82% |
| Males | 78% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 84% |
| Females | 88% |
| Males | 81% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 73% |
| Males | 81% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
All students
Female
Male
All students
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
Fluent-English proficient and English only
Gifted and talented
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 90% | 28% | ||
| Hispanic or Latino | 5% | 49% | ||
| Asian | 2% | 8% | ||
| African American | 1% | 7% | ||
| Filipino | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Multiple or No Response | 0% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 4% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 5% | N/A | 52% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 23 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 91% | N/A | 96% |
| Emergency credential or waiver | 5% | N/A | 2% |
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Aptos, CA
Orchard School
Aptos, CA
Mar Vista Elementary School
Aptos, CA
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