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Teacher quality
Principal leadership
Parent involvement
I've been at quail Valley since 4th grade.(2009-2010) I don't approve of the behavior or the students. My friends are nice but I always see arguments & fights with some other students. I think that the school is not the right school for me. I believe that Plainview Ave. School in Tujunga,CA is more of a well behaved school than this one.
This school is AWESOME and it deserves 5 stars.I love Quail Valley,Its been 2 hours of school being out and me leaving for summer vacation,i know i should be happy but im crying.Because this was my last year there now im going to Middle school,im going to miss Quail Valley and the people in it ive been there since Kindergarden,so its very hard to leave.Quail Valley is going to stay in My Heart FOREVER so many friends and memories i wont forget Q.V. or my friends and my Favorite Staff if u want a kid's opinion well here it is,Quail Valley has taught me alot of things not just school work but dance...Quail Valley has so many things to offer...seriously.!
I think quail Valley needs to let parents know about things that go on or if they need something..I mean this past year was my sons last year there and they had nothing for the six graders,not even like a small party at least! i know they say they don't do 'graduations' because they don't want to let the kids think they reached their goal after finishing 6 grade..but alot of kids have worked their butts off specially this last year..i think a little acknowledgement of some kind like maybe a small party doesn't hurt anyone..if they don't have in the budget just like with the year books,which there was no yearbook this year was wrong! that made me real upset as other parents!! if the school would of let us know specially us parents whos children was going to be the last year in this school..we would of helped out!!
—Submitted by a parent
Quail Valley has made some great improvements.The teachers do thier best to motivate the children.The office staff is organized,friendly,imformative & always ready to answer questions.We have a new principal as of May(2009).So far she seems to be very firendly ,energetic & wants the best for our children.
—Submitted by a parent
I feel this school is a great school, teacher involvement is wonderful they seem to try hard to make learning fun for the children, and with limited resourses they do the best they can to create budget friendly ways to motivate and reward children. I feel the teachers at quail valley are some of the best. The office staff is very welcoming they are excellent at rememembering faces. As far as principals go ahh the last was ok . The vice presidents were great. Crossing gaurds really need to cross the kids all the way start to finish and not stay close to the curb and twirl there sign around i mean we all got to do our jobs and they have the most important one, keeping our kis safe. Parent involvement excellent!! i should know i am very active in my childrens education . Overall i love this school.
—Submitted by a parent
one of the problems with quail valley elementary is, they don't teach regular curriculum. another proplem is they push the kids to hard. there is no extra curricular activities to help develop there minds. no drama department, and other things of that nature that helps shape the mind.
—Submitted by a parent
I have three children who attended QV since kindergarten (the youngest is the only one still at QV) and I have seen the many changes. This school used to be use the arts and cultural activities to engage children. These things have greatly decreased and they are clearly not supported by the current principal. The teachers actually seem afraid to teach. The are forced to adhere to strict guidelines even when the children do not understand. The bullies are starting to run the school and the noon duties are afraid of them. I used to be proud that my children attended Quail Valley, now I'm glad that we're almost done with it.
—Submitted by a parent
I have two children in this school they just don't fill like going to school because principle staff,and the teachers care less when the child tries to ask a question their just been ignore.The principle knew kids were smoking she just didn't do anything to the rest of the kids only to one child it seem that she just don't care.
—Submitted by a parent
I currently have one child at the school and have graduated one. I have two more that are going to start there is a couple of years. The teachers are good. Academically the state has placed many obstacles in the material that needs to be taught. I still believe though that the teachers have not adapted to the curriculum and that is affecting the students. This school needs to get on track with their teaching methods. They base everything on tests the state requires. How about teaching some of the teachers on better teaching methods. We are loosing the power of the teachers and enforcing the power of the politicians. Let's get the children a better quality learning environment and not concentrate so much on these tests. I also don't like this new principal. Very boring and seems so out of touch with the parents and students.
—Submitted by Felix Bones, a parent
Quail Valley is an excellent school. The Principal, teachers, staff and PTA are great!
—Submitted by a parent
My daughter has been at Quail Valley since 2000, and it seems like each year more and more academic faults are happining. I am begining to dislike Quail Valley.
—Submitted by a parent
Quail Valley is a great school. Our teachers are dedicated our Principal is an active one, and our PTA is awesome. The students, including my own, are very happy and fulfilled there. It is a great family oriented atmoshpere. The teachers are open, friendly and available. Simply put, again, Quail Valley is a great school.
—Submitted by Brianne, a parent
Quail Valley is a great school. Although not officially recognized by the district, we are a school of the arts. The children are encouraged to participate in several theatre arts and dance group (steppers) throughout the year. We have a very active PTA and hold events once or twice a month.
—Submitted by Vickie Richmond, a parent
This school pays more attention to cultural awareness, especially pertaining to African American and Latino cultures than it does acadamia. Furthermore, Some cultures are patently ignored and this is not right. Furthermore, I am very disappointed that teachers have yelled at me on the telephone when they allowed themseves to become frustrated with one of my children. It is also funny that some teachers believe this school to be one of the top ranking schools in the area, while websites like Greatschools.org report that they are very far below average of schools in the area. In one instance I read a paragraph that a teacher wrote on the board for the students that was in such poor English it was alarming! This school is in trouble. The fucus is out of balance, the teachers & N. Duties are hostile towards students and parents.
—Submitted by Mrs. Winkler, a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
104 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
104 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 48% in 2012.
110 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
111 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 67% in 2012.
89 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
89 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
99 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
101 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
102 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 59% in 2012.
111 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
111 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 38% |
| Females | 52% |
| Males | 28% |
| African American | 53% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 32% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | n/a |
| Students with disability | 0% |
| Students with no reported disability | 45% |
| English learner | 40% |
| Fluent-English proficient and English only | 38% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 26% |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 60% |
| Females | 72% |
| Males | 50% |
| African American | 63% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | n/a |
| Students with disability | 6% |
| Students with no reported disability | 69% |
| English learner | 58% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 63% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 91% |
| 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 | 23% |
| Females | 29% |
| Males | 17% |
| African American | 11% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | n/a |
| Students with disability | 8% |
| Students with no reported disability | 26% |
| English learner | 12% |
| Fluent-English proficient and English only | 30% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 9% |
| Parent education - high school graduate | 24% |
| Parent education - some college (includes AA degree) | 31% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 62% |
| Females | 62% |
| Males | 60% |
| African American | 44% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 66% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | n/a |
| Students with disability | 42% |
| Students with no reported disability | 64% |
| English learner | 63% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 68% |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 69% |
| 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 | 55% |
| Females | 63% |
| Males | 48% |
| African American | 50% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | 11% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 73% |
| Males | 61% |
| African American | 64% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | 46% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 44% |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 86% |
| 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 | 53% |
| Females | 61% |
| Males | 47% |
| African American | 47% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | 21% |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 77% |
| Males | 61% |
| African American | 65% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | 53% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 70% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 41% |
| Females | 31% |
| Males | 50% |
| African American | 24% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 43% |
| English learner | 23% |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 34% |
| Parent education - some college (includes AA degree) | 54% |
| 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 | 51% |
| Females | 65% |
| Males | 38% |
| African American | 50% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 47% |
| Students with disability | n/a |
| Students with no reported disability | 50% |
| English learner | 5% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 54% |
| All Students | 47% |
| Females | 56% |
| Males | 39% |
| African American | 35% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 47% |
| Students with disability | n/a |
| Students with no reported disability | 45% |
| English learner | 11% |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | n/a |
| 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
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
All students
Female
Male
All students
African American
Hispanic or Latino
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic | 71% | 51% | ||
| Black | 19% | 7% | ||
| White | 4% | 27% | ||
| Asian | 3% | 11% | ||
| Two or more races | 3% | 3% | ||
| American Indian/Alaska Native | 0% | 1% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 75% | N/A | 54% |
| English language learners 2 | 30% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 96% | 85% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Vietnamese | 1% | 2% | ||
| Armenian | 0% | 1% | ||
| Punjabi | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 14 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 97% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| School Leader's name |
|
| Fax number |
|
| Extra learning resources offered |
|


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37236 58th Street East
Palmdale,
CA 93552
Website: Click here
Phone: (661) 533-7100
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For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
Please note that it can take up to 48 hours for your comment to be posted to our site. While you're here, we'd like to invite you to fill out a survey on your school's programs, activities, and extracurriculars. It only takes a few minutes and will help parents get a full picture of your school.
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