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Teacher quality
Principal leadership
Parent involvement
This school has gone down hill. The teachers have been allowed to run the show due to a revolving door on the principal's office over the past 5 years. Any principal at this school is powerless over the teachers. There are many teachers at this school who have no business teaching children. All the teachers care about is collecting their paycheck and pension, with the exception of only 2 or 3 teachers. If you have a boy "watch out". Teachers have been reprimanded for bullying boys and almost every boy is berated and deemed to have ADD or ADHD simply because they are boys. Without the school's PTA there would be no music, no art, no computers, nothing, so fundraising is important to give the kids the basics, otherwise the school would be bare bones. The buildings are very old, the driveway entrance is a nightmare and dangerous and no one who takes a paycheck at the school cares enough to make needed changes. If you are covered in tattoos and have pierced lips you will fit in perfectly as a parent at this school - if not, look elsewhere to educate your child, especially if you want a positive learning environment.
—Submitted by a parent
Village View had teachers that were totally unengaged with students as individuals. I feel that they were over focused on grades and test scores. They were completely calloused to students with special needs to the point of talking very negatively about my child when she had an undiagnosed disability. My child was scarred from her time with this teacher at Village View. by the way, the teacher's room always looked beautiful. I say, "it's the inside that counts." The principal and teacher alike did absolutely nothing to support my daughter when I reported that she was being taunted and bullied at school. Unless you are a "cookie cutter" kid, opt out of this school!
—Submitted by a parent
There is a fantastic new principal here at Village View. Her leadership is to commended. I read some of the other reviews here and I don't think it is fair to judge the teachers because of fliers that go home for fundraising via the PTA. The teachers spend large portions of their own money for supplies, center activities, etc for the students. With the budget cuts around the state, fundraising is a fact of life. I have been to other schools and Village View has had one fundraiser this year, the silent auction, compared to when we were in South County, we had a flier come home every two weeks for some type of fundraiser. The teachers at Village are fair and consistent. They love the students are always helping. Again, when I was in Capistrano Unified, I saw teachers berating students in the hallways, constantly complaining and they were miserable. I have never seen that at Village View. The teachers differentiate instruction for all students, they utilize the resources available on campus to enhance learning and they are great communicators.
—Submitted by a parent
Unfortunately, I have to agree with the bad reviews about this school. And we are on the other side of the coin. My son is academically very advanced, very social and active child. Unfortunately, these teacher have absolutely no idea how to engage advanced kids into activities that will be interesting for them and help them improve even better. He is extremely bored, his homework takes him less than 10 minutes, and he is not encouraged to advance any further. Also, if you are a working parent and are unable to volunteer your time and engage in all the teacher gossiping and cattiness, your child s academic performance will go unrecognized and he will have to witness unfair treatment, which is very bad for a small child s self esteem. I also heard from other parents that some of these teachers pick on kids which is extremely wrong. I only hope that the new principle gets more involved and closely supervises these teachers work if they want to see any improvement. Because whether your child needs help or he is an advanced child, a lot of these teachers lack basic skills for working with children in general. We will be changing schools next year.
—Submitted by a parent
Do not enroll your child in this school. The principal is horrible as well as the "kids club" after school program. Some of the teachers are ok but I really have nothing positive to say about this school. Too much gossip and catiness between staff and I have to agree with too much fundrasing and "money". When did schools become about money not to mention the "huge" class sizes.
—Submitted by a parent
Village View has been a school in our family for decades. My mother, aunts, uncles, my husband, his younger brother and now our daughter attends there. Soon both our boys will be attending there as well. I would have to agree with the two top comments that i think the school focuses on way too much fundraising & donations and that the teachers send home way too much homework. Especially for first graders. Not to mention that my daughter is having some difficulties in school and is extremly shy and it just seems to us that her teacher is very hard on her and hurts her feelings a lot. she loved school last year. This year every morning it's a struggle to get her to go. we are hoping we have a better expeirence next year or we will be switching schools. As for the principle & office staff, they are very nice, patient and have been helpful. Now to work on these not so friendly teachers..........
—Submitted by a parent
Way too much time is spent on fun activities and all they are focused on is donations and fund raising. If you want your child to spend a special day with their teacher you have to pay for it. Isn t everyday supposed to be a special day with their teacher? Learning with their teacher should be considered special, not field trips. There are no school performances jus for the kids and their parents without you having to buy T-shirts or something of the kind. Nobody seems to care about the academic growth of the kids. No reading or math competition or any education challenging events. All the important benefits of education are undermined and too much emphasis is put on completely unimportant things.
—Submitted by a parent
The teachers and staff are great! All the kids really enjoy attending school there.
—Submitted by a parent
I have three children at Village View and they are excelling academically beyond expectations. Great school, great teachers, lots of school activities for kids to participate in...love it!
—Submitted by a parent
Very little focus on academic development. If you would like to know what is expected from your child knowledge wise you would have to ask for it yourself. The teacher will not remember to include that in the folder. Yet you will get TONS of donation request flyers, ruffle tickets you are supposed to sell, coupons and various other activities of this kind. Too much focus on holiday festivities, special days, field trips and everything else besides what we really send our kids to school for: Education! Not enough writing or reading practicing, most of the work is sent home. Student evaluations depend on how much time and money you are willing to spend for the school and some teachers lack basic skills for working with young children like patience and understanding.
—Submitted by a parent
Village View has high academic expectations and also teaches its students to "be kind, be safe & be responsible," a reminder that behavior is just as important as academics. My children say, "It's the best school ever!"
—Submitted by a parent
Village View has highly qualified, incredibly dedicated group of teachers, hard-working devoted PTA parents, and a wonderful team of support staff.
—Submitted by a teacher
My daughter started at Village View this year and we both really love the school. The Principle is great, friendly and on the ball. Her teacher is fantastic and I love how we are always kept informed of everything going on. The school is really organized, clean and the kids are well disciplined. When your child wakes up every morning excited toa great school. morning excited to be going to school
—Submitted by a parent
This is our second year attending Village View as a 'school of choice' with the open enrollment option. The new principal, Mr. Jetzer, has improved upon an already fantastic program. I'm thrilled with the quest for excellence, after-school programs, focus on the GATE program and the balanced approach to RTI he has implemented. We couldn't be happier at this school and strongly encourage you to consider this school for your child!
—Submitted by a parent
Great school and good teachers. Principal Jetzer is a good addition.
—Submitted by a parent
Excellent school! My daughter started Kindergarten there this year well below standards and now is beyond where she needs to be to start First grade. Tons of parental involvement.
—Submitted by a parent
Awesome school, Mr. Jetzer is a wonderful principle and for the most part, all of the parents are closely involved in their childrens lives.
—Submitted by a parent
I always knew Village View is a wonderful school. Two of my kids went there. We moved to the state of Washington last year and we are extremely disappointed in the public schools here. My kids were learning a lot more at VV. Their academic standard is so much higher than the school my kids are attending now in WA.
—Submitted by a parent
VV has been a pleasant school for my son over the past four years of his academic life.I do feel, however, that the academic standards are low and many of the kids are just floating by because they aren't being challenged enough. Parent involvement is amazing though and the functions that are set up for the school blow any other school in the district away.
—Submitted by a parent
This is the most amazing school! We are so blessed that our boys attend Village View. From Principle to teachers to staff this school is by far the best!!
—Submitted by Lacey Lakin, 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.
104 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
104 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.
105 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
106 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.
72 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
72 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.
68 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
69 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
68 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 | 86% |
| Females | 87% |
| Males | 86% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 89% |
| Students with disability | 67% |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| 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) | 76% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | n/a |
| All Students | 92% |
| Females | 93% |
| Males | 91% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 93% |
| Students with disability | 83% |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| 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) | 81% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 61% |
| Females | 60% |
| Males | 62% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | n/a |
| Fluent-English proficient and English only | 66% |
| 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) | 55% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 82% |
| Males | 80% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 84% |
| Students with disability | 45% |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| 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) | 78% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 85% |
| 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 | 76% |
| Females | 74% |
| Males | 79% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 92% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| 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) | 65% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 74% |
| Males | 76% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | n/a |
| Fluent-English proficient and English only | 75% |
| 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) | 71% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 72% |
| 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 | 81% |
| Males | 89% |
| 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) | 92% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| 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) | 64% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | 78% |
| Males | 92% |
| 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) | 86% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| 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) | 67% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
| All Students | 92% |
| Females | 88% |
| Males | 94% |
| 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) | 92% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| 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) | 79% |
| Parent education - college graduate | 100% |
| 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
All students
Female
Male
All students
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
Fluent-English proficient and English only
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 | 62% | 28% | ||
| Multiple or No Response | 18% | 3% | ||
| Hispanic or Latino | 8% | 49% | ||
| Asian | 7% | 8% | ||
| African American | 2% | 7% | ||
| Filipino | 2% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 5% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 11% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| All other non-English languages | 29% | 1% | ||
| Spanish | 29% | 85% | ||
| Vietnamese | 13% | 2% | ||
| Japanese | 8% | 0% | ||
| Cantonese | 5% | 2% | ||
| Arabic | 3% | 1% | ||
| Bengali | 3% | 0% | ||
| Filipino (Pilipino or Tagalog) | 3% | 1% | ||
| Khmer (Cambodian) | 3% | 0% | ||
| Mandarin (Putonghua) | 3% | 1% | ||
| Urdu | 3% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 20 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 10 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 94% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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5361 Sisson Dr.
Huntington Beach,
CA 92649
Website: Click here
Phone: (714) 846-2801
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