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Teacher quality
Principal leadership
Parent involvement
OK, the EI program is great. Agreed. The school overall? It astounds me that no one seems to be aware that the schools performance is so low that it is designated as "Needs Improvement". The staff? I have observed impatience, raised voices and lack of respect towards students. Is it a big surprise I observe the students being disrespectful to subs and adults? The leadership always strikes me as disinterested, lethargic and in need of a nap. Many parents are unhappy with this school- the parents who have high standards and have been to good schools themselves through good fortune. Don't send your child here unless the DI program is suitable for your child. There are better schools in Ptown. This school is awful- we just hoped that it would get better and it never did. The best teacher- Mrs. Day left for greener pastures for good reason.
—Submitted by a parent
Valley View is a wonderfully unique school. There are Dual Immersion and English-only programs, and yet the school community is very cohesive. There a many events where the children have opportunities to learn from different cultures. There is a Multi-cultural Fair each year that is very well attended. The school facility is 50 years old and to celebrate this milestone, the school had a large charity event, and the school and community have upgraded the school with many new trees, flower beds, art walls throughout the school and a new area in front of the school with tables, umbrellas, benches, and information boards. The Principal, Mr. Cruz is extremely caring and approachable. I can't say enough positive things about him. Focus on the love of learning, honesty, respect and integrity, are modeled by an incredible group of educators. The standards are high, as well as the teacher's support in students achieving these standards. Parent/teacher interaction is at an extremely high level. Every person at VV, from the principal through the custodial staff are involved in the educational experience. My daughter started in 1st grade, is now in 4th grade we both love her school.
—Submitted by a parent
I have seen much better than valley view, especially in Pleasanton. Most of the teachers are wonderful but some are just not patient at all. I have walked past Mrs Gunn's class room to hear her actually screaming at the children 3 separate times, it was horrifying behavior for a teacher. Principal Cruz in very inexperienced but he cares about the kids and stands by his teachers. Rosemary runs the office and is absolutely amazing. The parking is a complete nightmare. The parking lot is tiny and over crowded and a complete mess during drop off and pick up times. You are better off parking 3 blocks away and walking than waiting for 40 minutes in traffic.The staff directing traffic are incredibly rude to the children and parents, but I cant say I blame them. With the parking lot the way it is that would be the worst job in the school. Over all, with so many great schools in Pleasanton this one disappointing. Im giving it two stars for that reason, because in Pleasanton you have your pick of some of the best schools in the Bay, and compared to others it is below average.
—Submitted by a parent
The school, although with limited budget, is always going the extra mile to make learning fun
—Submitted by a parent
It has a fantastic dual immersion program as well as just being a wonderful caring place.
—Submitted by a parent
We are a California Distinguished School that has also won the CABE Seal of Excellence for a Dual immersion Program. The dedicated and professional staff rocks!
—Submitted by a parent
Valley View is a great school with first class teachers. We have a stellar spanish dual-immersion program in half the school, however it does not over-shadow the english-only side of the school. Families from all socio-economic backgrounds co-exist and even thrive together. Our school is multi-cultural, with varying degrees of affluence, yet we still have a lot of cohesion here. Special things about our school include the Go Green Committee, the school garden, the Wellness Committee, Family Fun Nights, and lot's of fun activities for the kids all year long.
—Submitted by a parent
My daughter starts there this fall in there Kinder and we as a family are very excited for her. The school was very helpful and caring about help us decide were to send our daughter. It was between a mono lingue school or dual immersion.The teacher were very excited about the DI program and the excitement was brought over to us as parents. But most of all our daughter wanted to go and learn spanish!
—Submitted by a parent
Very high parental involvement which is great for any school, however I feel that the whole learning process here is all about getting the children to 'test' well and get high scores for the school. Much of the homework is tedious and unecessary (spelling the same works over and over for example). My child has gone to more creative schools with far lower ratings.
—Submitted by a parent
Since the program has gained so much popularity, they should make more strict guidelines along with testing for program qualifications. Besides this issue, the school is fantastic! The principal is great and works closely with the Parent Faculty Club. The PFC does an excellent job raising funds for the school and the parent involvement is unbelievable. Best of all, the teachers are caring and highly qualified. I feel that my child is excelling because of this environment.
—Submitted by a parent
I have two children at the VV dual immersion program, which is of very high quality. My elder child is also in the gifted (GATE) program. Parents dislike that it is not a distinguished school, but in my opinion, a better cultural mix helps us face the real world, and the introduction of a second language has a very high importance in my estimation. (My ex-husband and I spent significant time abroad speaking and conducting business in another language.) The teachers are outstanding. One problem is that the leadership (principal) has changed twice in two years. Hopefully, this is the end of that trend. I feel strongly positively about this program and about the overall quality of my children's education. Math club, science programs, and programs such as chorus and Strings (musical string instruments) are well integrated. Kids perform in Spanish. Parent help is in the classroom almost 100%.
—Submitted by Ashley Thomas, a parent
My child has learned a tremendous amount in her 4 years at this school. The dual immersion program is fantastic...her Spanish is so fluent and her interest in other cultures is directly related to her participation in this program. It has been a wonderful experience for the entire family. I definitely would recomend it!
—Submitted by a parent
Great teachers and Parent involvement seems to be a big plus here!
—Submitted by a parent
Valley View Elementary is an outstanding school where the staff is extremely dedicated, and the parent involvement is outstanding. They provide lots of help for those students in need through thier Resource department and homework clubs. They have a wonderful music program, and are always getting the children involved in the arts - whether it is by attending musicals, recitals, plays or putting them on themselves. The Dual Immersion program is growing in popularity and has wonderful and experienced teachers willing to put extra time to make sure the curriculum works. It is a fantastic school!
—Submitted by L. S., a parent
It's a great school with high involvement of both teachers and parents. We particularly like the Spanish biligual program.
—Submitted by a parent
The Teachers are outstanding, Administrative Staff is friendly and always available to assist parents, the Principal and Resource Specialist are extremely caring about the students, any student and the Parents are awesome!
—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.
124 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
124 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.
120 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
122 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.
118 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
121 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.
118 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
117 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
117 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 | 75% |
| Females | 79% |
| Males | 75% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 84% |
| Students with disability | 36% |
| Students with no reported disability | 80% |
| English learner | 46% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 31% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 75% |
| Males | 86% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 85% |
| Students with disability | 45% |
| Students with no reported disability | 84% |
| English learner | 63% |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 75% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 91% |
| 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 | 69% |
| Females | 67% |
| Males | 69% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 20% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | 7% |
| Fluent-English proficient and English only | 76% |
| 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) | 55% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 80% |
| Males | 87% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 86% |
| Students with disability | 75% |
| Students with no reported disability | 85% |
| English learner | 64% |
| Fluent-English proficient and English only | 86% |
| 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) | 83% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 92% |
| 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 | 78% |
| Females | 84% |
| Males | 71% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | 15% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 92% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 82% |
| Males | 81% |
| African American | n/a |
| Asian | 75% |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 85% |
| Students with disability | 67% |
| Students with no reported disability | 84% |
| English learner | 50% |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 75% |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 74% |
| 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
| All Students | 85% |
| Females | 85% |
| Males | 84% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 97% |
| Students with disability | 67% |
| Students with no reported disability | 87% |
| English learner | 25% |
| Fluent-English proficient and English only | 97% |
| 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) | 78% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 98% |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 78% |
| Males | 79% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 89% |
| Students with disability | 55% |
| Students with no reported disability | 81% |
| English learner | 30% |
| Fluent-English proficient and English only | 89% |
| 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) | 72% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 98% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 82% |
| Males | 86% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 98% |
| Students with disability | 73% |
| Students with no reported disability | 85% |
| English learner | 20% |
| Fluent-English proficient and English only | 97% |
| 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) | 78% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 95% |
| 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 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 - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 61% | 28% | ||
| Hispanic or Latino | 23% | 49% | ||
| Asian | 10% | 8% | ||
| Multiple or No Response | 3% | 3% | ||
| African American | 2% | 7% | ||
| Filipino | 2% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 15% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 13% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 83% | 85% | ||
| All other non-English languages | 3% | 1% | ||
| Farsi (Persian) | 3% | 0% | ||
| French | 3% | 0% | ||
| Korean | 2% | 1% | ||
| Portuguese | 2% | 0% | ||
| Bengali | 1% | 0% | ||
| German | 1% | 0% | ||
| Urdu | 1% | 0% | ||
| Vietnamese | 1% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 8 | N/A | 11 |
| Average years teaching | 10 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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480 Adams Way
Pleasanton,
CA 94566
Website: Click here
Phone: (925) 426-4230
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