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GreatSchools Rating

Lisa J. Mails Elementary School

Public | K-7

 
 

Living in Murrieta

Situated in a suburban neighborhood. The median home value is $232,000. The average monthly rent for a 2 bedroom apartment is $1,430.

Source: Sperling's Best Places
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 3 ratings
2012:
Based on 6 ratings
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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33 reviews of this school


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Posted September 13, 2013

Facilities are new, teachers knowledgeable and caring. The Principle and her staff supports the students, teaches and parents.
—Submitted by a parent


Posted July 2, 2013

My child had attended first lisa J, and after problems went to Alta Murrieta elementary. The difference fort Know at Lisa J with a horrible parent student support system. On the other hand Alta Murrieta is an example Lisa J should learn to follow. They love their students and it shows. Parents are there every Friday for assemblies and the teachers are very welcoming toward parents. The front office, what a different in the staff. They are so super friendly so if you are having problems at Lisa J, It looks good I admit that is about all it had going for it.
—Submitted by a parent


Posted July 1, 2013

The parents on here saying there are safety issues and aren't able to "see the inside of a classroom but on open-house night" clearly don't visit the school at all. My two girls have been at Mails for 4 years. After being buzzed into the office, I have my ID checked, I am to sign it, put on a visitor tag and am able to walk into my childs classroom at any given time. In fact, they highly encourage parent involvement and have several safety measures in place at all times. Both the principal and vice principal are very personable and helpful. The staff is very friendly and helpful. They care about all the children and develop strong personal relationships with involved parents. Their arts program and school rating was a motivating factor in choosing my home. I do, however, see more of a focus on testing than actual learning. My girls looooove this school. They have very much liked most of their teachers. To the parent who rated this school low because of safety issues, your kid falling off a swing is NOT a safety issue. To the parent who said you wont see the inside of your kids classroom but on open house night, do you even go to the school?
—Submitted by a parent


Posted September 5, 2012

I now have two children at this school. My oldest has been going here since Kinder and is now in second grade. My youngest is in Kinder (their new Kinder program is a work in progress). I love the school and its push to include the arts in all aspects of the curriculum. I haven't had an issue that was outside the norm of public school politics. LJM has an open door policy that has been enforced for me at every opportunity. The Principal knows each child by name. She is out front every morning and most afternoons to greet both students and parents. The same goes for the Assistant Principal. No school is perfect, but my son (who has some special needs) has flourished at this school. The school is clean, the teachers, in general, seem to love the kids and their jobs. Those that don't, seem to find their way to other schools the following year. Coincidence? I think not. They encourage parent involvement and you can tell that family is first with regard to all of the school activities and programs that they offer. Love LJM!
—Submitted by a parent


Posted July 6, 2012

Good school. Ok teachers for the most part so far. Our family has only been there one year so we have not experienced what others have. Newer campus, large play area for the kids.
—Submitted by a parent


Posted May 17, 2012

Academic wise I have no complaints, but some safety issue is one thing that needs to be address. I don't know who's idea it is to do a buddy system during playtime. The kinder kids being paired with the 3rd grader. My child got hurt when pushed too hard on the swing and fell facedown, where is the adult person that should be looking for this kids safety. Why give the responsibility to the 8 year old to watch the younger kid? My husband spoke with the 3rd grader teacher and she at once inform the office about the parent talking to her, not about some concern for safety during playtime. And the office call us at home to tell us that we are supposed to talk to them not to the teacher about our concern. No chain of command there, right? So I told my husband that even the smallest concern lets bring it to the principal since that is what they want! The afterschool class is a joke, i sign my kid before for sign language, a high school kid was teaching it, signing the alphabet and telling the kids the importance of being cool. I got my child out of there and told her that being a good person to everyone is better than trying to be "cool" to fit in.
—Submitted by a parent


Posted April 19, 2012

Lisa J Mails promised to put my son as directed by his Psychologist on the 504 plan. They dragged it out all year so the school can make a perfect grade. This school is about grades over nurturing. They will call a social worker on you if you call them on it. The social worker told me and my husband to work together so the school can't gang up on the individual parent. My son has anorexia. The claim not to have the staffing to watch him during lunch. they have the time to hold him during lunch to make the grading standard. Sound like caring teachers? They did not put him on the 504 plan. They gutted his science project for a perfect grade. What happened to feeling of accomplishment?
—Submitted by a parent


Posted March 23, 2012

The Kindergarten program at LJM is a big joke. Parent volunteers are hand selected and you can almost guarantee you will never see the inside of your child's classroom unless it is back to school night or open house. Their classrooms are very unfriendly and closed to families. A big sign that this is not an open door policy for volunteers. Not all the teachers are like this but sadly the ones who have family working in their classrooms are causing clicks and favoring some kids over others. There is one teacher in particular who likes to "diagnose " students with mental health issues and cause havoc on the lives of families year after year. Also there is one aid on the playground with 75 4 and 5 year old children. I don't know about you but that is a scary child to adult ratio.. there have been more accidents at this school than I can mention.. broken arms, traumas to the head and even 2 children being hit by cars just outside of the school because it lacks proper sidewalk for crossing and walking safely home. And just in-case your thinking But the Arts.. DON'T BE FOOLED there is nothing left in regard to the arts. I would write more but only allowed so many words per post.
—Submitted by a parent


Posted March 23, 2012

LJM is one of the best schools in our District! From the awesome administration, teachers, staff, volunteers & Watch Dogs, LJM has it all! I am thankful everyday that my kids have both been lucky enough to attend such a wonderful school! The decline in housing hindered this school from getting all the finishing touches it needs as far as roads/ sidewalks are concerned, but those who attend the coffee chat with the Pricipals know that this has been a battle they have not given up on! There may be some teachers that are more challenging than others, but that is common all throughout our district! With all the budget cuts California has had to endure, these teachers at LJM continue to take pay cuts in order to help keep class sizes and focus on the children! LJM is at the top of my list for elementary schools in our area!!
—Submitted by a parent


Posted September 2, 2011

Great school! Professional, caring staff. Students succeed in an arts enriched environment. Huge parental involvement makes for a fantastic turn out for extra curricular activities for students.
—Submitted by a parent


Posted August 17, 2010

As my family starts our 4th year at LJM I am grateful everyday that we began our childrens education at such a fine institution. The language & performing arts focus and integration into the regular curriculum not only motivates kids to succeed but keeps them enjoying school. The after school ENRICHMENT programs are just another great advantage the school has to offer. In an economy where cuts are everywhere it is great that our community will volunteer it's time to give the children something more to develop them as a whole. While I love that the teachers make sure the core subjects are absorbed they also make time to teach our children about the importance of being a rounded individual with knowledge of the sciences, arts, among many others and teaching them a deep sense of pride in their school, their community and themselves. A+ for parent involvement & Admin!
—Submitted by a parent


Posted May 23, 2010

Don't be fooled! Many regular public schools have better quality arts programs. Most of the after school programs are 6 week classes (actually 5 weeks because the 6th week is an end of class party) run by high school kids looking to earn their community service hours. There is no real opportunity to build upon these classes - ex. your child can take 5 weeks of language, but what then? There isn't a second class to build on skills. Choir is just singing - kids aren't learning skills like how to read music like at other schools. No "Meet the Masters" program like other local schools. There are lots of arts and crafts - to the detriment of instructional time. Good teachers but school lacking vision, direction, organization and leadership. Look at similar schools ranking - they are only average. Don't believe the hype!
—Submitted by a parent


Posted April 15, 2010

I love how caring the teachers are to the students and families
—Submitted by a parent


Posted April 15, 2010

I love my colleagues and the people. Working had provides great results.
—Submitted by a teacher


Posted April 15, 2010

The staff is outstanding, Lots of programs for the kids...great library.


Posted April 15, 2010

Fabulous school full of caring and wonderful teachers, and exceptional students!
—Submitted by a parent


Posted April 15, 2010

Teachers go above and beyond to make sure students are doing their best. The arts are integrated into the standard curriculum. Administrators, teachers, parents, and students are like a family!!
—Submitted by a parent


Posted April 15, 2010

The staff are an amazing group of people dedicated to teaching the whole child. The kids teach us more everyday than we could ever hope to teach them.
—Submitted by a parent


Posted April 14, 2010

Caring teachers who go the extra mile to help kids feel successful, not just academically, but personally too. Great parent volunteers and a great support staff.
—Submitted by a parent


Posted April 14, 2010

Lisa J. Mails Elementary promotes academic achievement with a passion for the arts, coupled with a focus on supporting individual student needs and emphasizing skills essential for success in the 21st century.
—Submitted by a teacher


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

880

Change from
2012 to 2013

-9

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

5 / 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 met all student subgroup API targets for 2013

This school's
API score

880

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

-9

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 2011 and Spring 2012. 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)

9 / 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)

5 / 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.

163 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
77%

2011

 
 
72%

2010

 
 
60%
Math

The state average for Math was 65% in 2013.

163 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
81%

2011

 
 
77%

2010

 
 
80%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

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

191 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
56%

2011

 
 
53%

2010

 
 
58%
Math

The state average for Math was 66% in 2013.

191 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
80%

2011

 
 
78%

2010

 
 
79%
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.

155 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
87%

2011

 
 
84%

2010

 
 
80%
Math

The state average for Math was 72% in 2013.

157 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
77%

2011

 
 
82%

2010

 
 
72%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

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

150 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
86%

2011

 
 
70%

2010

 
 
82%
Math

The state average for Math was 65% in 2013.

152 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
66%

2011

 
 
61%

2010

 
 
70%
Science

The state average for Science was 57% in 2013.

150 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
78%

2011

 
 
74%

2010

 
 
81%
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.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 55% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 52% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/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.

Source: California Department of Education

English Language Arts

All Students76%
Females79%
Males73%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged68%
Non-economically disadvantaged79%
Students with disability38%
Students with no reported disability82%
English learner47%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate69%
Parent education - some college (includes AA degree)64%
Parent education - college graduate81%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

Math

All Students84%
Females85%
Males82%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino72%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged70%
Non-economically disadvantaged87%
Students with disability57%
Students with no reported disability87%
English learner71%
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate77%
Parent education - some college (includes AA degree)79%
Parent education - college graduate84%
Parent education - graduate school/post graduate94%
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 Students59%
Females64%
Males54%
African Americann/a
Asiann/a
Filipino67%
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged42%
Non-economically disadvantaged66%
Students with disability36%
Students with no reported disability63%
English learnern/a
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)56%
Parent education - college graduate64%
Parent education - graduate school/post graduate71%
Parent education - declined to state58%

Math

All Students85%
Females85%
Males84%
African Americann/a
Asiann/a
Filipino92%
Hispanic or Latino88%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged80%
Non-economically disadvantaged87%
Students with disability73%
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)86%
Parent education - college graduate89%
Parent education - graduate school/post graduate82%
Parent education - declined to state82%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students76%
Females74%
Males79%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged61%
Non-economically disadvantaged80%
Students with disability63%
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)71%
Parent education - college graduate80%
Parent education - graduate school/post graduate77%
Parent education - declined to state83%

Math

All Students82%
Females83%
Males82%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged69%
Non-economically disadvantaged87%
Students with disability89%
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)79%
Parent education - college graduate84%
Parent education - graduate school/post graduate90%
Parent education - declined to state92%
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 Students79%
Females81%
Males77%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino89%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged76%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate92%
Parent education - some college (includes AA degree)71%
Parent education - college graduate79%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

Math

All Students68%
Females62%
Males76%
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)69%
Economically disadvantaged68%
Non-economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate77%
Parent education - some college (includes AA degree)58%
Parent education - college graduate72%
Parent education - graduate school/post graduate78%
Parent education - declined to staten/a

Science

All Students73%
Females72%
Males73%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged70%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate92%
Parent education - some college (includes AA degree)58%
Parent education - college graduate74%
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

English Language Arts

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
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 State average
White 49% 26%
Hispanic 28% 52%
Two or more races 10% 3%
Asian or Asian/Pacific Islander 8% 11%
Black 4% 6%
Hawaiian Native/Pacific Islander 1% 1%
American Indian/Alaska Native 0% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 47%N/A55%
Source: NCES, 2011-2012

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: CRDC, 2011-2012

This school has not yet provided program information.


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35185 Briggs Road
Murrieta, CA 92563
Website: Click here
Phone: (951) 304-1880

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