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GreatSchools Rating

Vista Del Monte Elementary School

Public | K-5

 

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Living in Palm Springs

Situated in a suburban neighborhood. The median home value is $190,000. The average monthly rent for a 2 bedroom apartment is $910.

Source: Sperling's Best Places
 
Last modified
Community Rating

2 stars

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

Teacher quality

Principal leadership

Parent involvement

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11 reviews of this school


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Posted Thursday, August 28, 2014

Vista del monte has a serious prblem with bullying at there institution As well as on the buses. My child has been harassed numerious times at the school, And on the bus ride home. And he was punished for tryin to stand up for himself on every incounter with the other kids? I might also add, that the staff at the school seems to be incompitent to be working with children. My childern mean everything to me and it kills me how horribly our children are being treated/cared for at this school? I do not have a car curretly,other wise i would enroll them in a different school. Last but no least , i have notified the school that my child is lactose intolerant,yet they continue to make him drink milk at lunch and tell him tha thats all he is allowed to have aside from water? Why do we bother telling them our childrens allergies/medical problems? I am writting this review after putting up with all this for almost 3yrs now! Somthing has got to change/improve at that school? I knw im not the only parent who feels this way? :(
—Submitted by a parent


Posted June 4, 2013

Hello, I am a teacher at VDM and I am so very proud of our staff and our students. Last year, out of 14 elementary schools in the district, our school posted the largest growth on the state test, 39 points. Are we perfect? No. Do we have a long way to go? Yes. I can honestly say I have never worked with a more dedicated and vision oriented staff. Regarding the previous posting with information about a special education teacher, in the three years I have been there, no special education teacher has been carried away in a padded van, let alone fired. Similarly, please let it be known that all teachers are mandated CPS reporters, and NO, principals do not have to be notified when a teacher calls CPS. In fact, whenever anyone calls CPS the person making the report will always have his/her identity protected. I personally have called CPS in my 17 years of teaching. In each case, I took each incident extremely seriously, AND I did not have to notify anyone except the CPS case worker I was talking to. So please, before you judge our school so harshly and write erroneous statements, I'd encourage you to come to the school and visit your child's teacher and make your own judgements.
—Submitted by a teacher


Posted March 12, 2013

My son attended this school in the Special Education Program. His teacher reported every single student's parents in that class to CPS, for "neglect". The Teacher ended up getting carted away in a padded van, (No kidding!) during school hours. The Principal was also in on this, as a teacher needs a Principal's permission to call CPS and had been fired after that year. After the crazy teacher who had said the kids were trying to poison her was gone. They had substitute after substitute for months. Then the district hired a fresh out of school Teacher who has no clue what she was doing. Special Needs kids need a constant, not 8 million subs and a then a teacher who has no idea what she is doing. I was so happy when my son was transferred out to Landau for 4th and 5th grade. What an amazing difference! Not that Landau is that great, but I think any school would be better than Vista Del Monte.
—Submitted by a parent


Posted January 31, 2013

My child went here for one year. I helped out at the school but my son was bullied and i knew something was wrong with my son when i brought it to the school regarding his reading and asked for them to test him they denied me and ignored me until 2 weeks until school was out. and they found out he did have a reading disability which put him a whole year behind because of them dragging their feet. When my husband and i called a meeting with the principal and teacher because we had a concern with where the education level was he assured me that my child would meet state standards at which he did not. I will never send my children here ever again.
—Submitted by a parent


Posted July 6, 2011

My child has been attending this school for three years. The school has failed the state testing three years in a row and has send a letter all three of those years stating your child can choose a different school. There are waiting lists for those schools with high scores, almost impossible to get into.
—Submitted by a parent


Posted March 12, 2010

With our new principal, Mr. Scudder, our school has made great progress.This is evident in our new test scors and the new attitudes of our children. Keep an eye on the school, it is going to change.
—Submitted by a parent


Posted September 21, 2008

We have some great teachers at this school and a new principal. Hoepefully thing swill get better. I wish more parents would get involved and attend the PTG meetings that are held once a month. We need more parents involvement to helpn this school!
—Submitted by a parent


Posted August 12, 2007

The school needs a new principal too many teachers unhappy and leaving.
—Submitted by a parent


Posted July 10, 2007

I am one of those teachers who chose to move to a different school. VDM has wonderful students and families who I will greatly miss. The problem is the overall negative climate at the school, which became almost unbearable this past school year. Fortunately, district leadership has become more aware of these problems and will hopefully make changes at the school that have been long overdue, thereby enabling VDM to exit 'program inprovement' status under NCLB.
—Submitted by a teacher


Posted January 29, 2007

The teachers at VdM are the most kind, well educated, and hard working professionals you will ever meet. There is a feeling of warmth as you walk down the halls that is not found at many schools. Teachers welcome parental involvement, though the same handful of parents do the majority of the volunteering. There is a weekly art program, as well as a great music and PE program. As it is the last in the district to get remodeled, the teachers and the district are very aware of security issues. The teachers do an amazing job with the buildings they have to use and students they are given! My daughter is happily thriving there!
—Submitted by a parent


Posted September 14, 2006

The safety is absolutely nil at this school- hands down the worst school experience ever- would never recommend this school--ever!
—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.

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

780

Change from
2012 to 2013

+35

API Statewide Rank
(2012)

2 / 10

API Similar Schools Rank (2012)

4 / 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 its schoolwide API target for 2013.
  • This school has not yet 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

780

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

+35

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 2012 and Spring 2013. 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)

2 / 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)

4 / 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.

64 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
45%

2011

 
 
35%

2010

 
 
29%
Math

The state average for Math was 65% in 2013.

64 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
56%

2011

 
 
57%

2010

 
 
44%
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.

56 students were tested at this school in 2013.

2013

 
 
18%

2012

 
 
35%

2011

 
 
24%

2010

 
 
16%
Math

The state average for Math was 66% in 2013.

56 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
66%

2011

 
 
43%

2010

 
 
44%
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.

75 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
43%

2011

 
 
48%

2010

 
 
44%
Math

The state average for Math was 72% in 2013.

76 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
43%

2011

 
 
53%

2010

 
 
54%
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.

54 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
44%

2011

 
 
32%

2010

 
 
40%
Math

The state average for Math was 65% in 2013.

55 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
63%

2011

 
 
26%

2010

 
 
61%
Science

The state average for Science was 57% in 2013.

54 students were tested at this school in 2013.

2013

 
 
30%

2012

 
 
36%

2011

 
 
22%

2010

 
 
51%
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 Students45%
Females61%
Males33%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged43%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability47%
English learner46%
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate50%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)58%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state29%

Math

All Students71%
Females86%
Males58%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged69%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability71%
English learner71%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate78%
Parent education - high school graduate69%
Parent education - some college (includes AA degree)75%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state59%
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 Students18%
Females23%
Males13%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino12%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged15%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability18%
English learner9%
Fluent-English proficient and English only32%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate17%
Parent education - high school graduate16%
Parent education - some college (includes AA degree)23%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students71%
Females81%
Males63%
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)n/a
Economically disadvantaged71%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability71%
English learner74%
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate58%
Parent education - high school graduate68%
Parent education - some college (includes AA degree)85%
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

English Language Arts

All Students54%
Females53%
Males54%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged53%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability54%
English learner28%
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate56%
Parent education - high school graduate58%
Parent education - some college (includes AA degree)50%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state44%

Math

All Students65%
Females60%
Males69%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged64%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability65%
English learner47%
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate72%
Parent education - high school graduate67%
Parent education - some college (includes AA degree)50%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state59%
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 Students50%
Females59%
Males40%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged52%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability49%
English learner13%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate38%
Parent education - high school graduate67%
Parent education - some college (includes AA degree)64%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state27%

Math

All Students52%
Females50%
Males54%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged54%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability50%
English learner19%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate50%
Parent education - high school graduate46%
Parent education - some college (includes AA degree)71%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state30%

Science

All Students30%
Females29%
Males31%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged31%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability32%
English learner0%
Fluent-English proficient and English only42%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate13%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)43%
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
Hispanic 76%
White 13%
Black 5%
Asian 2%
American Indian/Alaska Native 1%
Two or more races 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 88%N/AN/A
English language learners 53%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

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

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School basics

School Leader's name
  • Joseph Scudder
Fax number
  • (760) 416-8178

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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2744 North Via Miraleste
Palm Springs, CA 92262
Website: Click here
Phone: (760) 416-8176

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