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GreatSchools Rating

Vine Hill Elementary School

Public | K-5 | 565 students

 

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Last modified
Community Rating

4 stars


Teacher quality

Principal leadership

Parent involvement

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14 reviews of this school


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Posted April 17, 2010

A wonderful school full of caring teachers, which actively encourages parent participation.
—Submitted by a parent


Posted April 17, 2010

My two VH grads received excellent education in a caring environment. The stereotype of caring teachers willing to give far more than their paygrade is alive and well at VH.


Posted April 17, 2010

It's a great school with excellent teachers and a very supportive parent community
—Submitted by a parent


Posted November 25, 2009

We agree with the reviewer who wrote about the 'extreme lack of compassion at this school.' Vine Hill school has a well connected and mostly rich group of parents whose kids seem to feel that they can treat other kids however they want to. I have seen these physically push aside other kids, dump ink on other kids' schoolwork, and pretty much daily tell other kids that they are creeps, dorks, that it's disgusting to sit next to them, etc., and despite reports to teachers, if the kids are in the well connected group, nothing happens. The school cannot help that it has a rundown playground, and it does have some wonderful teachers and some great parents, but a lot of bullying of more vulnerable kids is just allowed to go on.
—Submitted by a parent


Posted October 6, 2009

This school is blessed with generally fine, enthusiastic teachers, a helpful administration, and parents who care a lot about their children's education and volunteer extensively.
—Submitted by a parent


Posted October 16, 2007

We couldn't be more pleased with Vine Hill. We were fortunate enough to have the option of private school and observed every private school in Santa Cruz County and met with their principals, as well as Vine Hill's principal. Vine Hill, by far, had the most rigorous academic standards and the most impressive principal. We have now been at Vine Hill four years and have 2 children there. I have found the teachers very accomodating to their individual learning styles as well as those of their classmates. I have also been impressed with both the experience level and the professionalism of the teaching staff. As far a the principal, you could not find a more dedicated, intelligent and involved leader. She is very in touch with the parent community and is well respected by her staff. Vine Hill has been a great choice for us!
—Submitted by a parent


Posted August 29, 2007

Unkept school. An invisible Principal. Teachers are stuck in their own old ways, and do not accept change. Parking and child drop-off and pick-up are extremely disorganized. Shocking play ground area. Due to the extreme lack of compassion at this school we moved our kids somewhere much better.
—Submitted by a parent


Posted June 19, 2006

Vine Hill School is a great learning environment for most kids. The parents are mostly well educated and envolved. Without the intense parental envolvement, the school would suffer from the same poor funding issues as the rest of the public schools in this state. I find, however that the children and parents are unaccepting of kids who don't fit the norm. I like this school, but am looking elsewhere for my child to go to school.
—Submitted by a parent


Posted April 1, 2006

Vine Hill School is a wonderful school! Most of the Teachers are very Senior and I think it really shows in the students! In our class parent participation was at least one parent per student -- I think this makes a big difference as well. The school population has grown beyond the standard number of rooms and portables make up 1/4 to 1/3 of the classrooms. (The portables have the AC, so they are not so bad.) Anyhow, we loved it! Pros: great teachers! Friendly staff. Cons: Portables and older class rooms (could really use a make over), parking is to far away.. If we moved back to Scotts Valley, would would want to find a house near Vine Hill!
—Submitted by a parent


Posted November 19, 2005

Outstanding school. High standards. High level of education and income contributes to a great number of extra activities, paid for by parents. Great school doing what schools and parents should be doing.
—Submitted by a student


Posted August 19, 2005

Vine Hill is the best elementary school I have ever heard of. Due to the principal, staff, parents and the Scotts Valley community the school still provides music, art, life lab, PE, a counselor and a library. In addition, the PTA provides enrichment programs like chess, tennis, lego fun. I even think we had French last year. The PTA also has a fitness community that encourages cardiovascular activity during recess. Last year the PTA familyFun night committee put on about 3 familyFun nights just to get the community together. The science fair committee also augmented the curriculum. The teachers are dedicated people who love to teach. Teachers volunteer extra hours for programs like the book club, talent shows, chorus. My son s 4th grade teacher brought her kids to the Carmel Bach Festival in July! All this doesn't count fund raising activity. I can t say enough good things about Vine Hill.
—Submitted by a parent


Posted April 28, 2005

For a public school, Vine Hill is a very good school with very strong parent/community support.
—Submitted by a parent


Posted January 7, 2004

We moved to Scotts Valley from the mid-peninsula because of the wonderful and unique small town atmosphere, the beautiful setting and the excellent schools. We were not disappointed! We have a son in grade 2 and we ve found that he has thrived on the combination of high expectations, discipline and genuine care he has received from the staff and teachers. His test scores and his enthusiasm for school both reflect this. The ongoing communication between teachers as he has progressed from grade to grade has also been very beneficial. There is tremendous parental involvement at V.H. which is critical during these times of cutbacks and the principal has a forthright, can-do manner that we appreciate. We ve also enjoyed seeing a growing cultural and economic diversity at V.H.
—Submitted by a parent


Posted October 4, 2003

So far so good. My son just started in kindergarten and they seem to have a few 'extras' that were cut from other schools, such as a counselor, spectra artists, librarian, etc. The median income is probably higher in Scotts Valley therefore allowing more parent participation and/or donations. The school doesn't seem as 'touchy-feely and homey' as some others in the area but I guess I'd rather have higher test scores than lots of family BBQ/carnival nights.
—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

889

Change from
2012 to 2013

-21

API Statewide Rank
(2012)

9 / 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 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 2013

This school's
API score

889

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

-21

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)

9 / 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.

76 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
69%

2011

 
 
61%

2010

 
 
75%
Math

The state average for Math was 65% in 2013.

76 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
77%

2011

 
 
66%

2010

 
 
86%
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.

99 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
67%

2011

 
 
70%

2010

 
 
70%
Math

The state average for Math was 66% in 2013.

101 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
79%

2011

 
 
91%

2010

 
 
82%
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.

79 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
91%

2011

 
 
85%

2010

 
 
79%
Math

The state average for Math was 72% in 2013.

81 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
91%

2011

 
 
91%

2010

 
 
87%
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.

110 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
86%

2011

 
 
66%

2010

 
 
79%
Math

The state average for Math was 65% in 2013.

112 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
86%

2011

 
 
60%

2010

 
 
65%
Science

The state average for Science was 57% in 2013.

110 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
92%

2011

 
 
82%

2010

 
 
86%
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 Students65%
Females64%
Males66%
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)65%
Economically disadvantaged53%
Not economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only65%
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)50%
Parent education - college graduate59%
Parent education - graduate school/post graduate74%
Parent education - declined to staten/a

Math

All Students79%
Females77%
Males81%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged60%
Not economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only80%
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)75%
Parent education - college graduate76%
Parent education - graduate school/post graduate85%
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 Students58%
Females52%
Males64%
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)54%
Economically disadvantaged22%
Not economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability59%
English learnern/a
Fluent-English proficient and English only60%
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)29%
Parent education - college graduate70%
Parent education - graduate school/post graduate69%
Parent education - declined to staten/a

Math

All Students78%
Females66%
Males86%
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)73%
Economically disadvantaged42%
Not economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only78%
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 graduate89%
Parent education - graduate school/post graduate87%
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 Students83%
Females87%
Males80%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino80%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged67%
Not economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only86%
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)69%
Parent education - college graduate95%
Parent education - graduate school/post graduate75%
Parent education - declined to staten/a

Math

All Students88%
Females92%
Males86%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged80%
Not economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only91%
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)71%
Parent education - college graduate98%
Parent education - graduate school/post graduate88%
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 Students79%
Females85%
Males72%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged57%
Not economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only80%
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)50%
Parent education - college graduate85%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

Math

All Students79%
Females76%
Males82%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged73%
Not economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate45%
Parent education - some college (includes AA degree)75%
Parent education - college graduate83%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

Science

All Students88%
Females85%
Males91%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged71%
Not economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only89%
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)83%
Parent education - college graduate91%
Parent education - graduate school/post graduate94%
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
White 66%
Hispanic 16%
Two or more races 10%
Asian 3%
American Indian/Alaska Native 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 16%N/AN/A
English language learners 5%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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Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab
School leaders can update this information here.

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School basics

School Leader's name
  • Michelle Stewart
Fax number
  • (831) 438-4087

Resources

Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
School facilities
  • Computer lab
School leaders can update this information here.

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151 Vine Hill School Road
Scotts Valley, CA 95066
Website: Click here
Phone: (831) 438-1090

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