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GreatSchools Rating

Highland Ranch Elementary School

Public | K-5 | 716 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 1 rating
2012:
Based on 5 ratings
2011:
Based on 6 ratings
2010:
No new ratings

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28 reviews of this school


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Posted April 15, 2013

My two children are here. My husband is a teacher in another district so we have some perspective from both sides. The fact is, Ms. Watson has been amazing to my special Ed classified daughter. And she has been so supportive, yet firm with both my kids. So I find it ironic that those who complain about "bullying" at the school have been the ones to "bully" her out of this same school. I have my own hypothesis about their motivations, but I will keep my theories to myself. Don't hesitate to send your kids here. Smart people (I'm referring teachers, not the "entitled and self important parents") and nice ethnic diversity. Oh, wait, that's maybe what some of you DIDN'T like.
—Submitted by a parent


Posted September 15, 2012

I ADORE every single teacher my children have had. The foundation and PTA are trying to get thing going. The parking situation is horrendous, and they are trying something new this year, it is a bit better, but the school was not designed for this many parents to be driving in. The Principal is just very cold, and not very warm and inviting. She "labels" families, and we've been branded. You can just tell by the way you are treated. Not soo cool. If there were not great teachers, we'd be out in a hot second.
—Submitted by a parent


Posted September 14, 2012

Highland Ranch is a good school with horrible principle Ms.Anita Watson. She lacks leadership skills and is rude. My daughter is in 5th grade now and is in Highland Ranch since KG. All the teachers are wonderful and communicate really well. PTA and Foundation are doing lot of good things for the kids. But this school needs good principle.
—Submitted by a parent


Posted July 5, 2012

I can sum it up quite simple. The principal is horrible. Ms. Watson is very rude, not professional at all and a big bully! It is obvious why so many leave this school not to mention that EVERY Complaint has the principal listed in it. She has even had court issued restraining orders by parents due to her bullying!
—Submitted by a parent


Posted April 24, 2012

Dangerous levels of bullying at this school. Principal is totally inadequate in dealing with this. The school office staff is unfriendly and rude. I would not recommend anyone sending their child to this school.
—Submitted by a parent


Posted January 12, 2012

Our daughter has been at this school for 4 years. It's a great school with a professional staff, including Ms Watson! It is unfortunate that parents with children with behavioral problems chose to blame staff members, however those of us who have children who are there to learn and not be a problem know what's really going on with these accusations. I, for one, couldn't be happier when these parents transfer their child to another school so our children can focus on getting an education. Also, kudos to Ms Harris, Ms Levchenko, & Mr Flanders all are excellent teachers!
—Submitted by a parent


Posted October 19, 2011

The PTA and many of the teachers are fantastic. The Principal has a court ordered restraining order against her. Why is she still there? Anita Watson has a reputation of treating parents unprofessionally, is rude and inconsistent in her treatment of children and families. If a parent speaks up in anyway them and their child are targeted and harrassed.
—Submitted by a parent


Posted September 11, 2011

Office staff has been very helpful. They were patient and I noticed they spoke with respect to the kids. I like how the principle and school fosters independence and accountability. I am a parent to my kids and not their best friend so the style appeals to me. The kindergarten teacher is awesome times two. She has a fantasic reputation in reading. My daughter has given her thumbs up on the teacher and class.
—Submitted by a parent


Posted June 21, 2011

Both our kids are in HRES and the school is reasonably fine with some mediocre and some exceptional teachers. The Principal leaves a lot to be desired in terms of leadership through innovation and inspiration. Seems like that opinion is shared among parents (including below), but not sure what can be done, so our taxpayer dollars are better spent.
—Submitted by a parent


Posted June 20, 2011

We have been very involved in HRES. Excellent band and choir programs. PTA puts children first by providing family building activities. Teachers are caring and very kind. Unfortunately the principal lacks professionalism. If you do voice a concern you and your children are targeted and "labeled" as a troublemaker and treated poorly. Office staff is cold. PUSD is an awesome district but we are enduring our elementary school years.
—Submitted by a parent


Posted June 18, 2011

I have had children at this school for a few years. The teachers are wonderful. The PTA does a lot for the school, students, and teachers. The principal is a horrible leader. What once was a great school has become a poor school due in large part to the principal. It is time for some change at Highland Ranch.
—Submitted by a parent


Posted April 13, 2011

I love the school but very disappointed in the ESS program. My son was hurt by older boys at ESS the first week he was there and no one knew about it. I feel that they didn't handle the situation appropriately and someone need to do a random visit/inspection. I know people who are considering moving kids of of this school b/c of it.
—Submitted by a parent


Posted June 24, 2009

The best thing about Highland Ranch is 2nd grade Teacher Linda Harris. She is an exceptional teacher who is truly dedicated to the education of her students. She turned my son from a below average student to a student who exceeds or meets all standards. My son loves her like a best friend. I have never seen a more organized and structured classroom. I wish more teachers had her commitment and concern for the education of our kids.
—Submitted by a parent


Posted June 18, 2009

I wish I had better things to say about Highland Ranch. I recently transferred my child to a different Elementary School for one reason, the Principal. She doesn't take the safety of the kids seriously, nor does she take one of the biggest problems in public schools seriously, bullying. She says 'boys will be boys' and laughs at any indication that bullying actually takes place in 'her school'. She is irresponsible and will but a band-aid on issues rather than fixing the problems. I was embarrassed for my child to go there.
—Submitted by a parent


Posted January 20, 2009

Great school, Great principal, Excellent teachers so far (My daughter is in the 3rd grade)
—Submitted by a parent


Posted July 16, 2007

H.R. is outstanding and has an amazing Principle. She is dedicated to the scool and the children. The PTA is well run. The school has lots of parental involvement and school spirit. We are moving but I hope to still stay at our school because we love it.
—Submitted by a parent


Posted June 15, 2007

This is our sons first year at Highland Ranch and we love it. His teacher, Ms. Erika Ferguland is the best. Ms. Erika is a special education teacher specialized in 'Autistic' children. Her compassion and dedication has far superceded our expectations. We are forever grateful to her and the school for their commitment to our children.
—Submitted by a parent


Posted January 31, 2007

The teachers here at the Ranch are the best in Poway! My son loves to go and learn everyday. He teacher is the best 5th grade teacher in the district. Thanks for getting he motivatied 5th grade team!
—Submitted by a parent


Posted September 1, 2006

Unlike others i am not impressed. My daughter previously attended a really good school in another state and this school is just average, if not below in my opinion. They are overboard with unnecessary rules. Lunch is mostly burger or red baron sponsored pizza, the availability of a salad bar doesn't make that any better. The playground is falling apart and looks disastrous. The schools website is hard to navigate and information hard to find, you also can't e-mail the school. Office staff is friendly. My daughter's teacher is not available to the students, he's the last in and the first out, no time for talking or asking simple questions. There is no handbook or abstract anywhere available for parents regarding the curriculum. They don't have art,music or physical education classes. No, a great school is something else.
—Submitted by a parent


Posted January 11, 2006

Great school! We love our son's teacher...
—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 2012.

This school's
API score

920

Change from
2011 to 2012

+16

API Statewide Rank
(2011)

9 / 10

API Similar Schools Rank (2011)

3 / 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 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 met all student subgroup API targets for 2012

This school's
API score

920

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
2011 to 2012

+16

Change from 2011 to 2012
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. 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
(2011)

9 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

3 / 10

API Similar Schools Rank (2011)
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 58% in 2012.

125 students were tested at this school in 2012.

2012

 
 
84%

2011

 
 
83%

2010

 
 
77%

2009

 
 
70%
Math

The state average for Math was 64% in 2012.

125 students were tested at this school in 2012.

2012

 
 
86%

2011

 
 
83%

2010

 
 
88%

2009

 
 
88%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 48% in 2012.

115 students were tested at this school in 2012.

2012

 
 
71%

2011

 
 
69%

2010

 
 
63%

2009

 
 
63%
Math

The state average for Math was 69% in 2012.

116 students were tested at this school in 2012.

2012

 
 
83%

2011

 
 
88%

2010

 
 
80%

2009

 
 
79%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 67% in 2012.

115 students were tested at this school in 2012.

2012

 
 
93%

2011

 
 
83%

2010

 
 
81%

2009

 
 
86%
Math

The state average for Math was 71% in 2012.

118 students were tested at this school in 2012.

2012

 
 
82%

2011

 
 
82%

2010

 
 
80%

2009

 
 
82%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 63% in 2012.

100 students were tested at this school in 2012.

2012

 
 
84%

2011

 
 
78%

2010

 
 
87%

2009

 
 
81%
Math

The state average for Math was 65% in 2012.

100 students were tested at this school in 2012.

2012

 
 
82%

2011

 
 
74%

2010

 
 
76%

2009

 
 
76%
Science

The state average for Science was 60% in 2012.

98 students were tested at this school in 2012.

2012

 
 
80%

2011

 
 
79%

2010

 
 
87%

2009

 
 
72%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students84%
Females86%
Males82%
African Americann/a
Asian94%
Filipinon/a
Hispanic or Latino72%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged50%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability86%
English learner85%
Fluent-English proficient and English only84%
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)82%
Parent education - college graduate77%
Parent education - graduate school/post graduate94%
Parent education - declined to state79%

Math

All Students86%
Females82%
Males88%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged71%
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability88%
English learner88%
Fluent-English proficient and English only85%
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)82%
Parent education - college graduate84%
Parent education - graduate school/post graduate92%
Parent education - declined to state79%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students71%
Females65%
Males75%
African Americann/a
Asian79%
Filipino58%
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged46%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability71%
English learner55%
Fluent-English proficient and English only76%
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)53%
Parent education - college graduate72%
Parent education - graduate school/post graduate81%
Parent education - declined to staten/a

Math

All Students83%
Females82%
Males85%
African Americann/a
Asian92%
Filipino83%
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged64%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability85%
English learner79%
Fluent-English proficient and English only85%
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)65%
Parent education - college graduate88%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students93%
Females93%
Males93%
African Americann/a
Asian90%
Filipino100%
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)98%
Economically disadvantaged82%
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability93%
English learner76%
Fluent-English proficient and English only96%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)81%
Parent education - college graduate96%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a

Math

All Students82%
Females79%
Males86%
African Americann/a
Asian97%
Filipino75%
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged64%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability84%
English learner71%
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)63%
Parent education - college graduate86%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students84%
Females77%
Males90%
African Americann/a
Asian82%
Filipinon/a
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)90%
Economically disadvantaged67%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)77%
Parent education - college graduate80%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Math

All Students82%
Females77%
Males87%
African Americann/a
Asian78%
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)90%
Economically disadvantaged58%
Non-economically disadvantaged85%
Students with disability55%
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)83%
Parent education - college graduate71%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Science

All Students80%
Females70%
Males88%
African Americann/a
Asian73%
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)88%
Economically disadvantaged75%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)67%
Parent education - college graduate78%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

Ethnicity This school State average
White 43% 28%
Asian 28% 8%
Filipino 9% 3%
Hispanic or Latino 8% 49%
Multiple or No Response 7% 3%
African American 4% 7%
Pacific Islander 1% 1%
American Indian or Alaska Native 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 119%N/A24%
Students eligible for free or reduced-price lunch program 27%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Korean 21% 1%
Spanish 12% 85%
Japanese 11% 0%
Mandarin (Putonghua) 11% 1%
Farsi (Persian) 7% 0%
Arabic 6% 1%
All other non-English languages 5% 1%
Filipino (Pilipino or Tagalog) 5% 1%
Vietnamese 5% 2%
Bengali 4% 0%
Gujarati 4% 0%
Russian 2% 0%
French 1% 0%
German 1% 0%
Hindi 1% 0%
Hmong 1% 1%
Kurdish (Kurdi, Kurmanji) 1% 0%
Lao 1% 0%
Punjabi 1% 1%
Taiwanese 1% 0%
Turkish 1% 0%
Urdu 1% 0%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 20N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 11N/A11
Average years teaching 13N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 9%N/A96%
Emergency credential or waiver 91%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

14840 Waverley Downs Way
San Diego, CA 92128
Website: Click here
Phone: (858) 674-4707

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