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Teacher quality
Principal leadership
Parent involvement
We had a bad experience at Valhalla. The State Dept of Education found that school was out of compliance with special education related to our child. The school and district refused to comply. The school told us that our child's exposure to other languages growing up was not beneficial. We recommend that you go to another district for special education.
—Submitted by a parent
We had a difficult time at Valhalla. We did not feel supported by the teachers or principal. There were poor conflict resolution schools, and an internal atmosphere of denying problems. For most students and families, I think they have a good experience, but we were treated poorly, and our child did not receive an appropriate education in our opinion. There are good teachers at this school, but we had a couple of teachers and staff who were not up to standard.
—Submitted by a parent
In a time where schools are stretched impossibly thin from a resource standpoint, Valhalla continues to deliver on quality education in an engaging, fun environment for children. The Kindergarten experience is unmatched in Mrs. Mckinley's class and this sets students up for success in subsequent grades. The principal and teachers I have encountered in K-3 grades are dedicated to the success of their students and willing to work with families for the best outcome. The school environment is as important as the curriculum, and Mrs. C. and her staff foster a learning-rich, motivational environment in which children at all levels can learn and grow. Valhalla is a bright spot in the PH community and preferable to local private schools.
—Submitted by a parent
Our Principal at Valhalla is incredible and our school reflects and is inspired by her. Mrs. C is involved in every capacity and operation of Valhalla and never seems tired, in a bad mood or anything but pleasingly busy! Bless her heart and all the hard work she lovingly does for our students and I couldn't not mention the parent participation! I've never seen so many Moms AND Dads volunteer for everything! We all get along really well and all share the importance for the village feeling at our beloved Valhalla! Go Vikings : )
—Submitted by a parent
The Principal at Valhalla is remarkable. She is very involved in the day to day as well as extra curricular activities. The teachers are experienced and always available to correspond with. Our family loves this school and is looking forward to the years to come at Valhalla.
—Submitted by a parent
Couldn't ask for a better school. Teachers and staff are very attentive to student's needs-always available to talk to. Great community and great school all around. We are blessed to be a part of this awesome school!
—Submitted by a parent
We've had all 4 of our children attend Valhalla, and have been very satisfied with the quality of education they have received. The Principal is very involved and caring about each student, most of the teachers are excellent, and the parent involvement and support is fantastic.
—Submitted by a parent
My son is finishing up 6 years at Valhalla. We've mostly been very happy with his teachers and the parent club is extremely active and helps bring a large number of activities and events to students at the school. It's a very friendly and inviting atmosphere and you do not get the sense that they 'teach to the test'.
—Submitted by a parent
Perfect school. Better than Bancroft elementary school or Sequoia elementary school.
—Submitted by a parent
Valhalla is a great school. We are very happy with all my daughter's teachers. She had both new teachers from K and 1st grade but they both turned out wonderful. Good parents participation on all school activities, Dad's club has helped a lot working on school yard. I could not ask for a better school than Valhalla. Mrs. Calbeck is a wonderful principal...very pro-active and always around when you need help. My daughter was accepted at Sequioa this year but we turned it down since we are happy to stay in our community school. I think good education comes from the school activities, teachers & parents help. We are happy with the after school program that was offered this year. My daughter is taking piano and mad science. The Y-staff are helpful, caring,wonderful. They have a great schedule to help the kids on their school work.
—Submitted by edel, a parent
My child has been attending Valhalla since Kindergarten and he has had wonderful teachers and a caring and involved Principal. They have a great music program that he enjoys and also art, sports and science fairs every year.
—Submitted by a parent
We moved from Walnut Creek to Pleasant Hill last summer and were a bit concerned, since the WC schools all receive scores of 10 on the state rating scale and Valhalla's score was an 8. Well, there was no reason for our concern! Our son has an excellent 5th grade teacher, he's never been at a school with more or better Principal involvement, he got to participate in the DARE program (which I believe the WC schools discontinued), and he is learning excellent skills, such as public speaking. While there doesn't seem to be the same opportunity to participate in GATE math, his teacher has incorporated some great math games into the curriculum. And the creative things that our son is doing are better than what he created at either of the WC elementary schools he attended. So, while we've only been at Valhalla for 6 months, we couldn't be happier.
—Submitted by a parent
Committed parents, wonderful principle, experienced teachers.
—Submitted by a parent
Valhalla is a good school. However,it is definately not a top notch school, but it is also isn't a horrible school. As a parent of a child that went to Valhalla, I was satisfied with the curriculum that the school had.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
101 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
101 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.
93 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
92 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.
94 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
95 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.
83 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
84 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
83 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 | 74% |
| Females | 81% |
| Males | 69% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 82% |
| Students with disability | 30% |
| Students with no reported disability | 84% |
| English learner | 44% |
| Fluent-English proficient and English only | 79% |
| 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) | 73% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 40% |
| All Students | 75% |
| Females | 75% |
| Males | 74% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 81% |
| Students with disability | 30% |
| Students with no reported disability | 85% |
| English learner | 44% |
| Fluent-English proficient and English only | 80% |
| 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) | 77% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | 40% |
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 | 60% |
| Females | 74% |
| Males | 49% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 61% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 61% |
| Students with disability | 58% |
| Students with no reported disability | 60% |
| English learner | n/a |
| Fluent-English proficient and English only | 62% |
| 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) | 46% |
| Parent education - college graduate | 54% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 58% |
| All Students | 90% |
| Females | 95% |
| Males | 86% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 90% |
| Students with disability | 82% |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| 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) | 92% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 90% |
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 | 84% |
| Females | 85% |
| Males | 83% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| 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) | 85% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 81% |
| All Students | 91% |
| Females | 88% |
| Males | 93% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 88% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| 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) | 71% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | 96% |
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 | 88% |
| Females | 88% |
| Males | 88% |
| 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) | 93% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| 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) | n/a |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | 79% |
| All Students | 83% |
| Females | 86% |
| Males | 79% |
| 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) | 87% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| 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) | n/a |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | 79% |
| All Students | 80% |
| Females | 79% |
| Males | 80% |
| 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) | 87% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 87% |
| 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 | 69% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 86% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 69% | 28% | ||
| Hispanic or Latino | 13% | 49% | ||
| Asian | 9% | 8% | ||
| Filipino | 4% | 3% | ||
| African American | 2% | 7% | ||
| Multiple or No Response | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 9% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 10% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 30% | 85% | ||
| Russian | 18% | 0% | ||
| Filipino (Pilipino or Tagalog) | 9% | 1% | ||
| Korean | 9% | 1% | ||
| All other non-English languages | 7% | 1% | ||
| Farsi (Persian) | 7% | 0% | ||
| Cantonese | 5% | 2% | ||
| Arabic | 2% | 1% | ||
| French | 2% | 0% | ||
| Hindi | 2% | 0% | ||
| Mandarin (Putonghua) | 2% | 1% | ||
| Polish | 2% | 0% | ||
| Portuguese | 2% | 0% | ||
| Taiwanese | 2% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 96% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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530 Kiki Drive
Pleasant Hill,
CA 94523
Phone: (925) 687-1700
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