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Teacher quality
Principal leadership
Parent involvement
Richland Elementary is a wonderful school in all aspects.We moved from Canada in the middle of the school year and my son went in grade 1.He had the best teacher that anybody could ask for and she worked realy hard to get him on board with the reading and math.She was always available to talk and discuss his needs.And thanks to her and all the wonderful staff my son is doing great in grade 2 as well and is always excited to wake up in the morning ,i just have to whisper that its time for school
—Submitted by a parent
My daughter has been at Richland for 3 years. She has had two fabulous teacher and one horrible teacher. However, the new principal has made major changes and I can definitely see the imrpovements this year. The classroom size has increased, but this has happened at all schools in our district. Overall, the teachers, parents and students are very inolved in this wonderful school.
—Submitted by a parent
Richland wins awards in achievement but also in spirit, despite budget cuts and many students being poor and having to learn English as a second language. They could really use the award money for music, art, and so many things that were cut. Thanks for your support :)
—Submitted by a parent
I like the class sizes, the structured ciriculum, the friendly staff!
—Submitted by a parent
I am very dissatified with this school. Last year we had a teacher that was less then understand about my sons medical condition and most of the time he came home in pain. Son was teriffied of his teacher. This year we are already 4 days into school and once again. The school is not fitting his needs! They told me that this is all they offered for school lucnh and breakfast. No lactose free! Am very irriated! Cant get an inter school transfer because all the classes are full due to our wonderful govener!
—Submitted by a parent
The parents at Richland are very involved. It's a great school with a great student council.
—Submitted by a parent
I am so very imppressed with Richland school! We recently moved and we came from a private christian school (both my 4th grader and my kindergatener). Didn't really expect wonders here, just wanted to get by our hard time, cut the expenses. And I was so wrong. The teachers here are so into the details, I felt the difference from the first teacher parents conference. We got more into the details than the previous school at the 5 minutes conference. Instead of saying 'your son's handwriting is messy', they said, he has hard time writing a good circle at his handwriting. What a difference!, you know what to do, what to help, where to put your effort!! 50 years does makes the difference. I am truly in love with this school, and we are not going anywhere else.
—Submitted by a parent
Richland is 50 years old this year and going strong. We have generations of students who have pride in saying that they went to Richland Elementary School. Happy 50th Richland!
—Submitted by a teacher
I have had 3 children in Richland, it is a sensational school!
—Submitted by a parent
Richland School is the best. The teachers keep you well inform, the staff is great but most of all everyone knows everyone. I'm very glad my child attends this school.
—Submitted by Marcy Perez, a parent
I have one child that is labeled high functioning autistic and another that is highly intellegent and exceeds her grade level standards. The staff at Richland have been exceptional in meeting both of their needs. The school district is wonderful for special needs children. I know people have moved into the district because of it's reputation, not only for special needs but for academics as well. SMUSD has the best of both. Richland has a great Parent organization and the teachers here are dedicated and creative. Plus, although the test scores are high, they make many efforts to include science, the arts, physical fitness and all that fun stuff that test score focusing has taken away. Both the principal/vice principal are very active in the children's daily lives and do a wonderful job promoting school spirit. They know the children by name and are genuinely interested in their success and happiness.
—Submitted by a parent
I was very impressed with this school. The teachers keep you informed.
—Submitted by a parent
Richland was honored with the California Distinguished School recognition for the year 2004. The principal and staff are all very involved with the school and the parents. Weekly newsletters are sent home reminding parents on how they can help continue their children's educations at home and on upcoming important dates. Parent involvement is greatly encouraged. There is before and after school care available. There is no such thing as a dumb class or the smart class. Classes are diversified.
—Submitted by a parent
Richland Elementary has dedicated teachers and administrators. It deals with discipline problems as well as recognizing achievements in a positive and proactive way. My son, who is not a troublesome youth, was disciplined for a confrontation he had at school; at the time, my husband, son and I were able to meet directly with the principle and school counselor to clear up the issue and the counselor brought in the other children involved so the boys could work it out together. Both of my sons have had excellent teacher-student interaction, great learning experiences, and a pretty well-rounded education. I'd like to see more art and music, but CA I guess is known for having a minimum of that. So, I guess we're lucky with the parent association-supported programs that we do have at Richland.
—Submitted by a parent
Richland provides an excellent standards based education for students. It is a very diverse student population. Students and staff are welcoming and friendly. It definitely has a good feeling tone when you arrive on campus. My children have received above average education at this school. I couldn't be happier.
—Submitted by a parent
The overall environment at Richland is a nurturing, child-friendly one. Students are looked at individually for academics and given motivation to go beyond average. The parent involvement at this school is second to none and the teachers and administration appreciate the community committment.
—Submitted by a teacher
I can not say enough about Richland Elementary. We just recently moved to their district and in the short time that my children have attended I have seen a dramatic improvement overall. My son was struggling due to many faults in our previous out of state elementary school, i.e. my son's teacher never came to work. His Richland teacher, Mrs. Goldkorn has really turned him around and now we are certain he will pass 1st grade. Active parents can only do so much if it is not reiterated by the teacher and vice versa. I am so thankful to Richland and the outstanding teachers. Mrs. Winters is a rare find as well. She cares so much for her children and it shows. My daughter thinks very highly of her and will try even harder to gain her approval. I wish my children could stay at Richland.
—Submitted by Jackie Holmes, 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.
114 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
114 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.
121 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% 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 67% in 2012.
108 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
110 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.
115 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
119 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
114 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 | 83% |
| Females | 87% |
| Males | 80% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 90% |
| Students with disability | 47% |
| Students with no reported disability | 90% |
| English learner | 78% |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 69% |
| Parent education - high school graduate | 81% |
| Parent education - some college (includes AA degree) | 88% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 89% |
| Males | 75% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 90% |
| Students with disability | 53% |
| Students with no reported disability | 87% |
| English learner | 69% |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 69% |
| Parent education - high school graduate | 81% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 91% |
| 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 | 69% |
| Females | 70% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 84% |
| Students with disability | 42% |
| Students with no reported disability | 72% |
| English learner | 27% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 80% |
| Males | 81% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 90% |
| Students with disability | 60% |
| Students with no reported disability | 83% |
| English learner | 54% |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 64% |
| Parent education - high school graduate | 68% |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 89% |
| 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 | 89% |
| Females | 92% |
| Males | 85% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 71% |
| Parent education - high school graduate | 79% |
| Parent education - some college (includes AA degree) | 94% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 88% |
| Males | 82% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 88% |
| Students with disability | 67% |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 86% |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 86% |
| 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
| All Students | 73% |
| Females | 79% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | 5% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 72% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 82% |
| Males | 79% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | 30% |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 53% |
| Parent education - high school graduate | 72% |
| Parent education - some college (includes AA degree) | 89% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 73% |
| Males | 65% |
| 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 | 51% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | 0% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 44% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 100% |
| 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
English learner
Fluent-English proficient and English only
Parent education - not a high school graduate
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 | ||
|---|---|---|---|---|
| Hispanic or Latino | 53% | 49% | ||
| White | 39% | 28% | ||
| African American | 2% | 7% | ||
| Asian | 2% | 8% | ||
| Filipino | 2% | 3% | ||
| Multiple or No Response | 1% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 33% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 48% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 96% | 85% | ||
| All other non-English languages | 1% | 1% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Lao | 1% | 0% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Vietnamese | 1% | 2% | ||
| Arabic | 0% | 1% | ||
| Russian | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 24 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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910 Borden Road
San Marcos,
CA 92069
Website: Click here
Phone: (760) 290-2400
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