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Teacher quality
Principal leadership
Parent involvement
Well, I had written a review but someone reported it and had it deleted. Kind of goes to show how low the people that work there can sink. I'm tired of my 3 kids having issues. No one seems to do anything about the bullying. Several parents I talk to hate the school. People feel like they have no other option. Some of the teachers are WONDERFUL! I love them, but that doesn't make up for lack of care from Administration, kids getting picked on, inappropriate conversations from staff around children or the lack of good quality education. Classrooms are over crowded, there's no real help. The school doesn't have a lot of money and the kids suffer. This used to be a fabulous school, too bad it declines every year. The last 3 years especially. If you have another option, I highly recommend your child(ren) go elsewhere. Maybe if parents banded together, the school could change for the better.
—Submitted by a parent
Have have two children attending GVS and I must say over all this has been a great school for us. We have had good, bad and great experiences here. We love the teachers and the principle! I feel like you get what you give when your children go to public school..... Get involved, be proactive, know the staff and your child will be better off for it!
—Submitted by a parent
After years of terrible teachers (yelling, ripping up papers, making students cry in k-3!) and working with the principal only to be dismissed, we pulled our children out of this school. the principal has no interest in children, the teachers are only looking out for their best interests (ie paycheck) when many should retire and the good ones have been laid off. The unions run this district, not the students and this school is a sad result.
—Submitted by a parent
I am not at all satisfied with this school. I have 2 children who go to this school, one of which has a definite learning disability and possible ADD. The teachers are all very quick to point out that your child is falling behind or failing, but nothing gets done about it!! My husband and I work very hard with our children at home and expect the same from the school. When we meet with teachers/administrators, they have absolutely no advice for us and have no idea of what to do to help my child thrive. There is approximately 30 kids to a classroom and ONE teacher. I volunteer in the classroom weekly and am able to witness this mess. My slow learner is getting left behind...what happened to "no child left behind"? Fortunately, my other child is doing okay but I feel this school is not enabling him to meet his full potential. Unfortunately, we're looking into private schools.
—Submitted by a parent
The Teachers and the Principal are excellent. I have two kids at Green Valley, and they both love it. The teachers have the freedom to teach and the administrative drive to achieve.
—Submitted by a parent
This is a great school! My daughter has gone to Green Valley for two years and comes home every day with a smile on her face and never wants to miss a day of school. Great teachers and kids. Parents can be as involved as they want to be. Academics are fantastic and creativity is used to make learning fun! I love this school!
—Submitted by a parent
I am disappointed with the school. There seems to be a lack of communication among the admin and teachers and teachers to parents. Teacher assessment of challenged or near failing kids seem to fall by the way-side.Parents are not notified of this in a timely manner. Aside from this,bright children are not challenged enough and your left feeling like you need to supplement your childs education too much.Teachers and their lack of enthusiasm could also be better!
—Submitted by a parent
Green Valley is far behind the other schools in the area. My advanced kids needs are not met. We are transferring to Buckeye District. Principal needs to leave and V.P should take over. At least he cares. Some good teachers, but most aren't skilled enough to motivate and challenge the kids.
—Submitted by a parent
I love the teachers and parents at this school. I really like it because the teachers and parents all like to be involved with everything...together. You can be involved as much as you like. I am not that flattered with the principal as I was last year, she seems like she is tired. The vice principal is awesome! I cannot believe how involved with the students he is. I would say my only complaint is the safety. I have been to the school during lunch and recesses and it is chaos. They need to block off more of the campus. The kids run the campus freely and by the parking lots. This needs to be taken care of! Once that is fixed the school is perfect.
—Submitted by a parent
My daughter and I love this school and it's teachers. I am very impressed with the Administration's ability to think outside the box with educational enrichment classes and opportunities after school in place of repetitive homework assignments. Great job!
—Submitted by a parent
The principal is less than helpful. The assistant principal however is very helpful and goes the extra mile with the kids and parents. He makes up for her lack of motivation and care.
—Submitted by a parent
Great teachers! Very poor adminsitration. The principal seems to be burned out. My child does feel safe at Green Valley and likes his teacher.
—Submitted by a parent
I have loved the teachers at Green Valley and they have lots os fun activities to keep the students motivated. However, the administration is a huge disappointment. They exhibit a general lack of willingness to work with parents and students. The school is good for a student who is strong, independent and needs no additional support. If your child has any special circumstances, this is probably not the school for you.
—Submitted by a parent
Overall a good school. Our main concerns stem from the administration. There seems to be a strong disconnect between the principal and the teachers. The principal does not seem willing to go the extra mile to work with parents/ teachers. The teachers we have experienced are great and the curriculum works well for our children. Extracurricular activities and parent involvement also seem good at this school.
—Submitted by a parent
School administration is not helpful. Some good teachers, but we have yet to have one.
—Submitted by a parent
This is a fantastic school where the staff puts the students' needs first. The teachers, administrtaion, and support staff all care deeply about the academic, social, and emotional advancement of the children in their care.
—Submitted by a parent
Very disappointed by teachers and the way school is run. High achievers are ignored while lowered kids get the attention. My daughter is not challenged or motivated. After school enrichment costs money.
—Submitted by a parent
Our son has been going to Green Valley for 5 years now and we love it! He has done great academically and the students, parents and staff are wonderful. We always speak highly of this school.
—Submitted by a parent
Green Valley has become a good school over the years. Lots of parent participation. Great for an average student but not really prepared for 'gifted' kids.
—Submitted by a parent
Excellent school. They understand the fine balance between academic excellence and achievments and the importance of making school fun.
—Submitted by aimee jerez, 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.
129 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
129 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.
102 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
103 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.
111 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
113 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.
111 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
112 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% 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 | 71% |
| Females | 81% |
| Males | 63% |
| African American | n/a |
| Asian | n/a |
| 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) | 74% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 78% |
| Students with disability | 15% |
| Students with no reported disability | 77% |
| English learner | n/a |
| Fluent-English proficient and English only | 73% |
| 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) | 67% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 76% |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 74% |
| Males | 77% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 84% |
| Students with disability | 31% |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 77% |
| 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) | 74% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 71% |
| 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 | 58% |
| Females | 58% |
| Males | 58% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 66% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| 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) | 54% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 75% |
| Males | 80% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| 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) | 74% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 96% |
| 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 | 77% |
| Females | 83% |
| Males | 70% |
| 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 |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| 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 | 88% |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 85% |
| Males | 80% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 88% |
| Students with disability | 75% |
| Students with no reported disability | 84% |
| English learner | n/a |
| 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) | 74% |
| Parent education - college graduate | 93% |
| 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 | 81% |
| Females | 79% |
| Males | 83% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 78% |
| Males | 78% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 86% |
| Males | 85% |
| 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 |
| Samoan | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| 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) | 87% |
| Parent education - college graduate | 83% |
| 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
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
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
Fluent-English proficient and English only
Gifted and talented
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 72% | 28% | ||
| Multiple or No Response | 13% | 3% | ||
| Hispanic or Latino | 10% | 49% | ||
| Asian | 2% | 8% | ||
| African American | 1% | 7% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Filipino | 1% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 5% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 16% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 76% | 85% | ||
| All other non-English languages | 3% | 1% | ||
| Gujarati | 3% | 0% | ||
| Khmer (Cambodian) | 3% | 0% | ||
| Korean | 3% | 1% | ||
| Punjabi | 3% | 1% | ||
| Ukrainian | 3% | 0% | ||
| Vietnamese | 3% | 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 | 11 | 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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