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GreatSchools Rating

Harvest Valley Elementary School

Public | K-6

 

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Living in Romoland

Situated in a suburban neighborhood. The median home value is $176,300. The average monthly rent for a 2 bedroom apartment is $1,100.

Source: Sperling's Best Places
 
Last modified
Community Rating

3 stars

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

Teacher quality

Principal leadership

Parent involvement

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15 reviews of this school


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Posted May 5, 2014

I love this school. My son has been attending harvest for 2 years now. His dad, brothers, and sisters also attended this school. The teachers really care about their students and education is important there. If you have a concern, speak up! They value the parents comments and concerns. Overall its a great school
—Submitted by a parent


Posted September 9, 2013

I think this school is just okay. My daughter's are starting their second year at this school. The lack of support in academic achievement over attendance is saddening. Attendance seems to be the main focus of the school. We did have one good teacher out of the two. Hard to fill the "academic shoes" of the school we came from.
—Submitted by a parent


Posted February 2, 2010

Our child has attended Harvest Valley since 2006 and is going strong. We are in a small, lower income community but I feel the school continues to improve, despite budget woes and cutbacks. If you want improvements - speak up, volunteer, sit in your childs class - do something besides complain! There is always room for improvement but overall, our school is great compared to others. I know and respect most of the staff and feel comfortable that my child is safe at school and is learning everyday.
—Submitted by a parent


Posted May 1, 2009

I have two boys who attend this school and am very please with the response I get from the principal when ever I have a problem. The teachers are all great both my boys have had different teachers and I never had an issue with any of them. I would really recommend this school.
—Submitted by a parent


Posted January 4, 2009

I have been teaching at Harvest for 3 years now and I am blown away by the changes! The school has really turned itself around...and we keep getting better!! Our scores are improving, the children are being challenged and our principal is working hard to develop each staff member professionally. We set goals for our kids and expect nothing less...NO EXCUSES!!
—Submitted by a teacher


Posted April 15, 2008

This school is one of the best schools!! My daughter is a second grader and has been attending since pre-K. I was actually a student there as well years ago and alot of the same teachers are still there so it is neat to see them teaching my daughter as well. My daughter is advanced in her reading, writing, spelling and math compared to other children in our family that are attendng other schools in the menifee valley school district and My daughter also has learned much more than they have as well. I actually live 25 mins away from the school in Canyon lake and I make the drive daily so my daughter can attend this school instead of Menifee.
—Submitted by a parent


Posted February 29, 2008

I think that Harvest Valley is a wonderful school. There have been many changes in the last year and a half. My child has met her goal two times and is on the 'I Met My Goal Wall'!
—Submitted by a parent


Posted June 10, 2007

There is very little academic quality to Harvest Valley. A handful of good teachers cannot and shouldn't have to compensate for and otherwise poorly run school. A new principal has helped this year but the district has no money and shouldn't pretend they can run a school on nothing.
—Submitted by a parent


Posted April 26, 2007

I am a teacher at Harvest Valley, I understand that things may be mishandled from time to time by the adminstrators, but I do believe that Harvest Valley is a safe place to send your kids. The staff are kind and very helpful when it come to students who are in needs.
—Submitted by a teacher


Posted April 29, 2005

I have two children at Harvest Valley. They both have been at this school for about two years. I was a little upset when I found that there was no type of art or music classes available for these young minds. Especially since my oldest was very much involded in band at his last school. My oldest child does well in school from what I can see. I really do not get much of an update other than report cards and progress reports.I have not been contacted for meetings. My youngest child has had a problem with adapting to a teacher that screams at the children behind closed doors and makes no attempt to help a child that may seek help in certain subjects. She favors certain children who will be successful. She makes no effort to contact parent for meeting. There is a lck of parent teacher communication. goodluck
—Submitted by a parent


Posted May 25, 2004

Parents, if you want to make a diffrence at this school you must speak out, you have to make it known that you want more for your children. My child was in kindergarten this year and while I adore his teacher I am skeptical to send him there in 1st grade. Not because I wouldn't adore his 1st grade teacher but that I want more for my kids. This school needs books, computers, activities, and school equipment. We can make a diffrence as parents but we have to take that step and go to the principal, go to the school district. Talk to people that can help instead of thinking there is nothing you can do. This is your school and we can make a difference.
—Submitted by a parent


Posted May 6, 2004

I do like my son's teacher this year as she takes the time to listen to all of the children and really seems to enjoy Teaching! I also think the after school program is a great ideal and an asset to the community. How are Parents able to support their children if they have to pick up their children at 1:00pm on Wed. No Busses! I am a single Mom and I am surprised at the lack of daycare in the area and bus transportation. I see children walking to and from school along highway. How dangerous is that!
—Submitted by a parent


Posted November 15, 2003

Yes some changes need to happen. More funding is needed and the District Office needs to oversee these changes. One thing that is lacking IS parent involvement. If some of the parents would get involved and sit in on some of thier childrens classes and see how disruptive the students (their child) can be, they would be amazed. This is disruptive not only to the classroom learning but to ALL the students. Parents also need to be more involved at home with homework and helping with ideas and support of the fund raising ideas.
—Submitted by a parent


Posted September 21, 2003

Something needs to be done about the pick-up situation after school. The children are not supervised and the cars coming to and from the school are not directed on where to park. The situation is dangerous for the children and other pedestrians who are crossing illegally in front of the school with other small children. Briggs is a major street with too much traffic to be crossing with no supervision! This is a serious situation that needs to be dealt with immediately.
—Submitted by a parent


Posted August 27, 2003

Overall I think the school is doing a pretty good job considering it's in the middle of nowhere. It really needs more funding and I agree on the field trips, etc. I'm also upset because of their playground equipment. Seems like every school around has newer and safer equipment and our school still has old stuff. Seems like with all of the fundraising there should be more field trips and better playground equipment. If there's anything the parents can do to help please let us know.
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

763

Change from
2012 to 2013

-6

API Statewide Rank
(2012)

3 / 10

API Similar Schools Rank (2012)

6 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school did not meet its schoolwide API target for 2013.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2013

This school's
API score

763

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

-6

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

3 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

6 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 56% in 2013.

97 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
64%

2011

 
 
55%

2010

 
 
61%
Math

The state average for Math was 65% in 2013.

97 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
70%

2011

 
 
65%

2010

 
 
61%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

97 students were tested at this school in 2013.

2013

 
 
27%

2012

 
 
34%

2011

 
 
47%

2010

 
 
52%
Math

The state average for Math was 66% in 2013.

98 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
49%

2011

 
 
63%

2010

 
 
63%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

94 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
44%

2011

 
 
53%

2010

 
 
42%
Math

The state average for Math was 72% in 2013.

95 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
52%

2011

 
 
62%

2010

 
 
55%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

104 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
46%

2011

 
 
49%

2010

 
 
47%
Math

The state average for Math was 65% in 2013.

106 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
54%

2011

 
 
59%

2010

 
 
42%
Science

The state average for Science was 57% in 2013.

106 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
37%

2011

 
 
27%

2010

 
 
31%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 55% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

All Students60%
Females65%
Males55%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged62%
Non-economically disadvantaged45%
Students with disability31%
Students with no reported disability64%
English learner52%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate53%
Parent education - high school graduate70%
Parent education - some college (includes AA degree)71%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students68%
Females67%
Males69%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged70%
Non-economically disadvantaged55%
Students with disability31%
Students with no reported disability74%
English learner64%
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate63%
Parent education - high school graduate78%
Parent education - some college (includes AA degree)79%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students27%
Females31%
Males23%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)20%
Economically disadvantaged27%
Non-economically disadvantaged27%
Students with disabilityn/a
Students with no reported disability28%
English learner17%
Fluent-English proficient and English only31%
Migrant educationn/a
Gifted and talented67%
Parent education - not a high school graduate26%
Parent education - high school graduate24%
Parent education - some college (includes AA degree)30%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students65%
Females71%
Males58%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged63%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability62%
English learner41%
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate56%
Parent education - high school graduate64%
Parent education - some college (includes AA degree)71%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students48%
Females50%
Males45%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)38%
Economically disadvantaged48%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability48%
English learner24%
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate33%
Parent education - high school graduate59%
Parent education - some college (includes AA degree)55%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students46%
Females50%
Males41%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)38%
Economically disadvantaged47%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability45%
English learner28%
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate41%
Parent education - high school graduate56%
Parent education - some college (includes AA degree)33%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students43%
Females49%
Males38%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged38%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability43%
English learner5%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate26%
Parent education - high school graduate46%
Parent education - some college (includes AA degree)67%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students57%
Females56%
Males57%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged53%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability56%
English learner32%
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate49%
Parent education - high school graduate55%
Parent education - some college (includes AA degree)77%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students40%
Females42%
Males38%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged37%
Non-economically disadvantaged60%
Students with disabilityn/a
Students with no reported disability41%
English learner8%
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate20%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)62%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
Hispanic 82%
White 15%
Asian 1%
Black 1%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 84%N/AN/A
English language learners 38%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

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

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Special education / special needs

Specialized programs for specific types of special education students
  • Autism
  • Multiple disabilities

Gifted & talented

Instructional and/or curriculum models used
  • Accelerated credit learning
  • Honors track
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School basics

School start time
  • 8:00
School end time
  • 2:00
Before school or after school care / program onsite
  • After school
School Leader's name
  • Martin Hranek
Fax number
  • (951) 928-2920

Programs

Instructional and/or curriculum models used

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  • Accelerated credit learning
  • Honors track
Specialized programs for specific types of special education students
  • Autism
  • Multiple disabilities

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
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Sports

Boys sports
  • Baseball
  • Basketball
  • Football
Girls sports
  • Basketball
  • Softball
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Upcoming Events

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School culture

Dress Code
  • Uniforms
Parent involvement
  • Parents were invited to goal setting breakfasts and lunches before school to look at their child's past progress, be informed about this year's state standards and form goals with the teachers. the parents are also involved in ptsa, elac, family literacy nights, school site council and campus beautifications.
More from this school
  • We believe that all students can and will learn at No Excuses University at Harvest Valley. We are very proud of the accomplishments we have made during the 2006-2007 school year.
School leaders can update this information here.

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29955 Watson Road
Romoland, CA 92585
Website: Click here
Phone: (951) 928-2915

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