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Teacher quality
Principal leadership
Parent involvement
This school by far is the best school ever.It's a very arts appriciated school and i love it because im a very artistic girl.so i give this school a double thumbs up.;c) -I am a student
Thought it was better here than Warm Springs. Came back to Warm Springs...much better or at least as happy. Both schools are great, I should say....but Warm Springs has some new great things going on for my younger child to experience that DMMS doesn't have. WSMS is doing some innovative programs and scheduling! Commute makes alot more sense too!
—Submitted by a parent
Love the school. Love the staff. My kids have loved their middle school experience. How many parents get to hear that!! As far as the parking, difficult but staff is always trying to improve it. All it takes is patient parents. Looking forward to another great school year at DMMS!
—Submitted by a parent
This is an amazing school the students are very close knit. I am currently a student here and I would suggest this school over Warm Springs by far.
I'm very happy with this school and would highly recommend it compared to other middle schools in the area. I enjoy having both the elementary and middle school at the same "location", although different campuses. I have enjoyed the teachers my kids have had, and parent involvement is good. I feel as if the middle school stays a bit more innocent because of that.
—Submitted by a parent
I am familiar with the various middle schools in the valley, and am pleased to have a school like McElhinney in Murrieta. It is a fairly new school, with lots of opportunities for a good education and extra-curricular activities. Our son has settled into middle school nicely, and has found the whole experience encouraging. This is noteworthy due to his sensitive nature. As one who observes the parents and students during pick up and drop off, it is apparent that these students come from good families. The curriculum has an art focus, offering a well rounded education. The teachers communicate well via email and the grades are readily available through the Aeries system. All of my interactions with the staff, teachers and the principal, were professional and cordial. Beginning in 6th grade, homework was very time consuming. After my son was accustomed to the teachers and the expectations, the time involved diminished, and he became more efficient. School parking lots can be very challenging. I didn't notice anything out of the ordinary compared to other schools in the district. Many times we were early and had no wait at all. The new schedule will eliminate some challenges.
—Submitted by a parent
My son has attended McElhinney for all 3 years of his middle school education. I can't say enough about the staff and the students that work at and attend this amazingly higher AP score school. This is not your ordinary public facility, this is a higher learning institution that is arts focused. The staff are among the elite in all surrounding counties, the students are of the same magnitude. If you want to truly change your son or daughters education and take it up a notch, enroll them in this Avid, Honors core curriculum offered at this public school which acts like a private school. From a proud parent with a son headed to college, his way has been paved with a good attitude set by the staff and teachers at LJM & McElhinney! GO COLTS!
—Submitted by a parent
The school is new, Teachers are good as well as the staff....but kids are kids. I sent my daughter to this school because I heard there aren't the fights, bullying, inappropriate language that you hear goes on at other middle schools. Wishful Thinking. Kids are kids......
The traffic in and out of the school is horrendous...sometimes taking me as long as an hour! I found the curriculum and overall school environment no different than Warm Springs. I transferred my son back and he has adjusted beautifully and is happier being with his friends.
—Submitted by a parent
I'm a student at Dorothy Mcelhinney Middle School and this school is the best school i've been to! The teachers are really nice and encourage us to do better in class if our grades are bad. One of my teachers usually has a talk with us to be thankful for our education and take it seriously. Not many kids in my class talk and we all pay attention. The traffic is a bit of a problem but they're fixing in and most of the time, the traffic isn't that bad when you drop us off early. The staff is really polite and helpful. The band is amazing and since our school is a performing arts school, one of our electives is dance! We're the only school in the MVUSD to have that as an elective and we love it! I highly recommend this school and i gurantee your child will love it there!
Moving out here from Orange County and transferring our daughter to MVUSD has been the BEST thing EVER! I have seen a HUGE improvement since my daughter has been attending Dorothy McElhinney! All of her teachers stay in touch with me and give me updates via email! Out of 970(rough estimate) students, about 600(rough estimate) made the Honor Roll and that's between 6th-8th grade! How awesome is that?! If you live in Murrieta/Temecula, I highly recommend Dorothy McElhinney Middle School! AND.... If your child has special needs or is Autistic, they do NOT treat your child as a "labeled" child! They will challenge them to get the best out of them!
—Submitted by a parent
Dorothy McElhinney is probably the best public middle school in Murrieta . The teachers are exellent ! They are always willing to take time & help there students . No child at this school feels "unwelcome" or bullied . They are a very spirited school . & They do prepair your child for Highschool . Although , there is a lot of traffic in the mornings . They ARE working on making two lanes . So traffic flows faster . It is worth taking the time & dropping your child off at this school . Because they are a Performing Arts school . There are many different elective actives that are exciting ; Dance , Art , Drama , & Computer Arts . And also , the Physical Education teachers are great ! GO COLTS ! (:
The traffic is a problem but they are working on it. The school should have known that having Lisa J. Mails next door that this would be a huge problem. This same thing happened last year at Mails. Now add 600 more kids - major traffic. This could have been prevented if the administrators would have paid attention to all the signs instead of being in a hurry to open a new school. Now they say that they are working on it. I have yet to see anything happening to remedy the situation. Now as for the school itself and the teachers. Its been wonderful. The school is still small enough for the teachers to know my child's name and the communication between the staff and teachers is excellent. My boys love it there and my youngest can't wait to go there next year.
—Submitted by a parent
After a month of horrible traffic and trying to get in touch with teachers as well as the principal, I had to remove my child from McElhinney Middle School. I am rather dissappointed at the teachers and administration for the at the way the talk to the children and the disrespect for parents.
—Submitted by a parent
The best school ever! The students are respectful, the principal is approachable, and the staff cares about the educational and emotional needs of their students. The curriculum is taught with passion. I love this school. My daughter is very happy here.
—Submitted by a parent
this school is exciting and fun for our children they have great teachers go colts!
—Submitted by a student
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 63% in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
2012
2011
2010
2009
The state average for Science was 60% 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.
339 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
342 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 Algebra I was 86% in 2012.
117 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
369 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
247 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 Algebra I was 49% in 2012.
91 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
309 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
169 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
64 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
325 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
311 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 | n/a |
| Females | n/a |
| Males | n/a |
| 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) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| 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) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| 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) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| 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 | 82% |
| Females | 88% |
| Males | 75% |
| African American | 75% |
| Asian | 86% |
| Filipino | 80% |
| Hispanic or Latino | 76% |
| 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 | 67% |
| Non-economically disadvantaged | 87% |
| Students with disability | 63% |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 72% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | 90% |
| All Students | 70% |
| Females | 73% |
| Males | 67% |
| African American | 46% |
| Asian | 78% |
| Filipino | 76% |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 76% |
| Students with disability | 37% |
| Students with no reported disability | 72% |
| English learner | n/a |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | 55% |
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 | 95% |
| Females | 93% |
| Males | 98% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 89% |
| White (not Hispanic) | 95% |
| Economically disadvantaged | 90% |
| Non-economically disadvantaged | 96% |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 95% |
| 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) | 91% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 86% |
| Males | 74% |
| African American | 71% |
| Asian | 89% |
| Filipino | 83% |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 86% |
| Students with disability | 55% |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 76% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | 63% |
| All Students | 67% |
| Females | 70% |
| Males | 64% |
| African American | 44% |
| Asian | n/a |
| Filipino | 81% |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 73% |
| Students with disability | 71% |
| Students with no reported disability | 67% |
| English learner | n/a |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | 62% |
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 | 38% |
| Females | 38% |
| Males | 39% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 32% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 34% |
| Students with disability | n/a |
| Students with no reported disability | 40% |
| English learner | n/a |
| Fluent-English proficient and English only | 38% |
| 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) | 32% |
| Parent education - college graduate | 44% |
| Parent education - graduate school/post graduate | 36% |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 79% |
| Males | 73% |
| African American | 65% |
| Asian | 77% |
| Filipino | 95% |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 70% |
| Non-economically disadvantaged | 80% |
| Students with disability | 41% |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | n/a |
| All Students | 64% |
| Females | 71% |
| Males | 57% |
| African American | 53% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 66% |
| Students with disability | 31% |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 72% |
| Males | 56% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 64% |
| Students with no reported disability | 66% |
| Fluent-English proficient and English only | 65% |
| Gifted and talented | 83% |
| 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 | 60% |
| Parent education - graduate school/post graduate | 54% |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 65% |
| Males | 71% |
| African American | 68% |
| Asian | 71% |
| Filipino | 91% |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 70% |
| Students with disability | 15% |
| Students with no reported disability | 74% |
| English learner | n/a |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 66% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 85% |
| Males | 83% |
| African American | 70% |
| Asian | 77% |
| Filipino | 100% |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 85% |
| Students with disability | 42% |
| Students with no reported disability | 87% |
| 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 | 82% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 88% |
| 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 6
Grade 7
Grade 8
All students
Female
Male
All students
African American
Asian
Filipino
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
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
Parent education - declined to state
All students
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35185 Briggs Road
Murrieta,
CA 92563
Website: Click here
Phone: (951) 304-1880
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Temecula Valley Charter School
Winchester, CA
Temecula Preparatory School
Winchester, CA
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