GreatSchools Rating
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Teacher quality
Principal leadership
Parent involvement
I think this school is excellent. I have a first grader and a "Kinder" and both love their teachers and the school. Is a place where "everyone knows everyone" in a positive way. Great learning environment. Great Special Day Class program--one of the best!!!
—Submitted by a parent
In my opinion, this school is way better then most in the sacramento area, I moved to pacheco in oct. and noticed an improvement in my sons school as soon as we arrived, his teacher however, Ms. Ford, Kindergarted teacher, came off as rude, impatient and very standoffish. I had three incidents the first 3 days of my son being there just with the teacher! she need attitude adjustment besides her, my son loves his new school and new enviroment. Parents and Children have a amazing attitude, Only thing holding me back from 5 stars is teacher :(
—Submitted by a parent
Totally disappointed with the principal's lack of appropriate leadership, lack of follow through and general lack of knowlwdge of how to deal with children overall! The teacher assigned to my childs class also lacks experience for that grade level and I would not recommend this school to anyone. My child will be moved from this horrible school as soon as possible. They operate on punative rather than uplifting and inspiring the children! I am appauled at the way this school is run!
—Submitted by a parent
My children have attended HVE for 4 year. With few exceptions, the teachers have been solid, superstars - really working within the limitations of NCLB to develop creative, interesting curriculum. From the beloved music instruction of Ms. Brown to the gentle SST coaching by Kirsten Watson to a strong parent volunteer corps, the school is a dynamic & rich place of learning. There is a wonderfully positive, hopeful atmosphere at the school thanks to the luminous & kind leadership of the new principal, Sandy Bruketta. She deserves huge credit for the enormous morale make-over of the staff, parents & the children after a somewhat discouraging few years of leadership. Finally, no review is complete without kudos to the front office staff - Lorie Robertson & Kathy Kearns - always there for our kids!
—Submitted by a parent
My son has a great 1st grade teacher McCoy!!!! In most cases the school seems to be ding well. My biggest concern is that they are not all that organized when it comes to functions and regisration....there is a way to make it much simpler then it was for me and my family. I have had some issues with a Kindergarten teacher and talked with the principal but nothing has been corrected about this issue. It would be nice to have more follow up when issues arise on the campus. The people are generally nice and the students seem to be great!!! I hope that things will turn around with the new principal, she could do a good job I believe. The campus is beautiful, always clean and friendly atmosphere as well....
—Submitted by a parent
Mrs McCoy is a Great Teacher! Our daughter loves her and she has done a great job this year!
—Submitted by a parent
I have been a HV parent for many years now and am so very proud to be a part of such a great school.
—Submitted by a parent
I love the passion of the teachers. The campus is always clean. The students are respectful. The parents are very involved.
—Submitted by a parent
Just about every person at Hidden Valley Elementary School has a positive attitude. Teachers, staff, kids and parents alike are happy to be there. Not only do I feel this way, but both my son in 2nd grade and my son in Kindergarten feel the same. They've love their teachers and the school staff and have always enjoyed the idea of going to school every day. If it wasn't such an awesome place to be, I have no doubt that our mornings before school would be a much different experience. The teachers and staff are intelligent, compassionate, and creative people. Not only do my children make lots of friends, I have too. The parents are good people. I think we all feel that we found a gem of a school and thank our lucky stars every day that we such a positive environment to bring our children to every school day. Thank you Hidden Valley Elementary for making this big part of our life so wonderful!
—Submitted by a parent
The staff is wonderful! They treat each child as a person, respecting and helping them. They are willing to listen to ideas from the students and implement feasible changes that the students suggest, all the while keeping the children's safety and education as their most important goal.
—Submitted by a parent
Great school! Love the teachers, parent participation is excellent.
—Submitted by a parent
We love our school Hidden Valley because they truly care about our kids!
—Submitted by a parent
Ill be completely honest i have had a son who went to HV k-5 school was good until he was in 4th grade i still have one son at HV who is in 2nd grade. I have been promised acidemic intervention for my son have recieved nothing. There has been issue with my son being teased and bullied and the pricipal has taken way too long to respond. I am currently looking into ways to get my son out of HV and into a better school.
—Submitted by a parent
Love my Son's K teacher, Mrs. Sabilla. Very involved parents and PFC.
—Submitted by a parent
The teachers, staff, and principle at Hidden Valley clearly care very much about the students and have done an excellent job maintaining high academic standards despite heavy budget cuts. The school is supported by a strong group of parent volunteers (PFC) which has done a lot to maintain programs, staffing, and school projects that are not covered in the schools budget. The school was recently awarded 'California Distinguished School' status which it well deserves!
—Submitted by a parent
We have lived in this area for the past 10 years, but had started our children at the local public Charter school in Pleasant Hill. We moved our children to Hidden Valley 2 years ago and have been extremely happy with the environment change. The teachers, administration and parents at Hidden Valley have created a great envrionment we are proud to be a part of it and look forward to many more years at the school.
—Submitted by a parent
I love Hidden Valley Elementary School for the the care and support created by the smart teachers, our diligent and friendly principal, and the excellent staff. Each of those people are a benefit on an individual basis as well as a team. Hidden Valley is very open to parent involvement in the classroom as well as around campus or within the PFC (Parent Faculty Committee). I am happy the way any question or concern I have brought to either his teacher or principal has been handled appropriately. This school is larger than others but truly it is not a factor because of they way the schedules move the kids around. It is such a save and caring environment. My son has truly excelled and I am grateful for his school experience.
—Submitted by a parent
HV is a very warm and welcoming environment. The core group of parent participation is great. All of my teachers have been wonderful and I have nothing but fabulous things to say about the school.
—Submitted by a parent
Our experiences at Hidden Valley have been great -- we love it!
—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.
111 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
111 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.
119 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
119 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.
111 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
114 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.
107 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
109 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
107 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 | 66% |
| Females | 80% |
| Males | 54% |
| 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 |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | 52% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 82% |
| Males | 69% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | 67% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 90% |
| 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 | 72% |
| Females | 79% |
| Males | 65% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 84% |
| Males | 78% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| 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 | 56% |
| Parent education - some college (includes AA degree) | 87% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 90% |
| 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 | 81% |
| Females | 83% |
| Males | 79% |
| African American | n/a |
| Asian | 85% |
| Filipino | n/a |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 80% |
| Males | 84% |
| African American | n/a |
| Asian | 86% |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| 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 | 65% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 92% |
| 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 | 76% |
| Females | 75% |
| Males | 76% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | n/a |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 74% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 73% |
| Males | 80% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | 73% |
| Males | 75% |
| 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 |
| Samoan | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 68% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 72% |
| 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
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
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - high school graduate
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 | 59% | 28% | ||
| Hispanic or Latino | 18% | 49% | ||
| Asian | 7% | 8% | ||
| Multiple or No Response | 6% | 3% | ||
| Filipino | 5% | 3% | ||
| African American | 3% | 7% | ||
| American Indian or Alaska Native | 2% | 1% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 8% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 18% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 55% | 85% | ||
| Korean | 10% | 1% | ||
| Filipino (Pilipino or Tagalog) | 8% | 1% | ||
| Vietnamese | 6% | 2% | ||
| All other non-English languages | 5% | 1% | ||
| Farsi (Persian) | 5% | 0% | ||
| Russian | 5% | 0% | ||
| Polish | 3% | 0% | ||
| Arabic | 2% | 1% | ||
| Japanese | 2% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 14 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 94% | N/A | 96% |
| Emergency credential or waiver | 3% | N/A | 2% |
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500 Glacier Drive
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