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GreatSchools Rating

Hollow Hills Elementary School

Public | K-6 | 677 students

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 3 ratings
2013:
Based on 5 ratings
2012:
No new ratings
2011:
Based on 3 ratings

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46 reviews of this school


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Posted Sunday, April 13, 2014

We are very disappointed all around. Our daughter s teacher was very happy that she was able to lower her standards to Common Core. I expected this school to go above the minimum. The new principal created an environment I do not want my child growing up in. We left for a nurturing, high quality education, and learning friendly environment.
—Submitted by a parent


Posted January 12, 2014

Hollow Hills is by far the best school in Simi Valley. My son is only in the 2nd grade and is thriving. Having friends with kids in other schools in Simi I compare the assignments and requirements throughout the school year, other schools don't even come close. Since kindergarten they are taught to be comfortable with public speaking by having an assigned share day with an assigned topic (have to memorize and recite it to the entire class) In first they had to do an oral book report along with a preparing a visual art project that explains the story. The teachers are amazing and always go above and beyond for the students. PTA does wonderful things to help our kids have the materials needed to achieve excellence. I am thankful everyday to have my son attend this school, I know he is going to be a great student now and going forward. Thank you Hollow Hills
—Submitted by a parent


Posted January 12, 2014

Great school. Have not had any problems with teachers and or staff. They teach our kids how to succeed in school and life. As parents isn't that what want? Who cares if you can't ware shorts all year long? Before accepting your enrollment to the school they go over the expectations, if you don't feel like it's for you then don't accept, I am thankful everyday to be apart of Hollow Hills and the education my child is getting.
—Submitted by a parent


Posted November 20, 2013

Hollow Hills is an excellent school. The PTA is very strong here and fundraise to provide many extras for the students, such as art, music, and new equipment and technology for the classrooms. The parents are very involved working both in the classrooms and behind the scenes. The teachers are the best that Simi Valley has to offer. All the teachers that my two kids have had have prepared them well. My older one attended Hollow Hills from K thru 6th, and she excelled here. Her STAR test scores were superb and her grades could not have possibly been higher. She was well prepared and middle and high school, where she was in all honors classes and continued to thrive due to the solid foundation she received at Hollow Hills. My second child also excelled here and I know she will also have a great advantage when she enters middle school. We have never had any problems. The teachers and students are fantastic. My kids made great friends and had a top notch education. This is definitely the best school in Simi Valley, and I wouldn't want my kids anywhere else.
—Submitted by a parent


Posted October 16, 2013

As one of two fundamental schools in Simi Valley, Hollow Hills has extremely active parents and dedicated teachers to work together to educate students. My direct experience has been that the staff is firm, but reasonable about discipline and behavior issues are handled quickly. Teachers are creative and really try to engage students in their lessons. It's a very hands on and nurturing community and there are high expectations in place.
—Submitted by a parent


Posted October 4, 2013

I love this school. The teachers work with our students to help them achieve their potential. Because of our teachers actively helping our students to learn, my son almost earned 100% on his STAR test for science. I'm glad our school has a strong PTA, and understands the importance of providing our students with school assemblies on bullying, and other important & fun learning subjects. If it wasn't for our school PTA, our students wouldn't have Art, Music, new PE equipment, and so much more.
—Submitted by a parent


Posted October 4, 2013

While the Kindergarten Teachers are great, the facilities are poorly lacking. Only half of the Kindergarten has access to an in class restroom. The rest have to negotiate heavy doors, cross playgrounds and long hallways, interrupt the classroom with restrooms while enduring 25+ sets of eyeballs staring at the everytime they need to use the restroom & even wait when they get there. Even worse is the administration's apathy saying that this has been going on for years. The kids loose 9 days worth of instruction a year - 15-20 mins/day negotiating who gets to leave for the restroom, they hold it or wet themselves because they do not want to deal with the situation. Academics and community are good, PTA's priorities are out of touch, they put ceramics, sports equipment and assemblies are before basic things like restrooms for Kindergarten because it doesn't affect the whole student body. It is like dealing with a high school clique. Kindergarten is the intake for the school's population! Meanwhile the half Kindergartners hold it and wet themselves while the other half have 2 restrooms a piece. It is a good school if you don't need to pee. My child deserves better.
—Submitted by a parent


Posted August 8, 2013

A Hollow Hills is a highly academic school with wonderful parent involvement. Admission is by lottery only.
—Submitted by a parent


Posted May 16, 2011

When I rate a school, I look at 3 things. Parent involvement, teacher performance, and how the students grade in their studies. Students are continuing to perform at their highest levels. Although I remember not long ago, we rated at a "10", now we are a rated at "9". I just want to remind everyone the reason we all work so hard at Hollow hills. That reason is "Our Children". I wish that teachers and members of the PTA could remember this and try to leave their personal issues outside the school.
—Submitted by a parent


Posted April 5, 2011

My child attended Hollow Hills for seven years. Hollow Hills has a good reading incentive program called "The Accelerated Reading Program" which is designed to motvate the students to read more. In the child's last year at this school, the teacher for that year didn't like the program for some reason. I sent a couple of emails requesting that she use the program because the reading output of the child was way down in her class. The teacher refused to use the reading program and the principal didn't do anything to help me or the child either. It seemed to me that the teacher was not focussed on what was best for the child. I write this for the benefit of future students of this school. The star ratings below refer to the last year of the child's attendance as before that I would have given 5 stars.
—Submitted by a parent


Posted April 5, 2011

I'm a former student. I went to this school from K through 6, and had a horrible time. I was smart. I had wonderful grades for them. I was just a little out of the ordinary, in terms of the way I thought and did things. Hollow Hills wouldn't have it. The staffers were no help, completely unwilling to cooperate. I was pretty much torn apart by all the students, teachers, and principal, to the point where the next year, when I left for junior high and was actually appreciated, I had no idea how to deal with it, had a mental breakdown, developed OCD, and had to leave for an independent study school so I could actually work. My younger brother and a friend of his have had similar experiences and both have dropped out of HH and are now going to the aforementioned independent study school. Bottom line: If you have kids who think outside of the box, are the artistic sort, etc., this is the last place you'll want to send them. No tolerance or mercy here from students or staffs. It did, however, build character for me.. For better or worse.


Posted October 27, 2010

Love this school. Great teachers and staff. Very caring and positive environement. I never once had a problem in the past two years my son was here. Wish we didnt have to move , will miss his teachers and the school. Great parents involvement too.
—Submitted by a parent


Posted April 20, 2010

Great school.. great teachers... great curriculum... great students and great parent volunteer involvement....
—Submitted by a parent


Posted April 20, 2010

Great school, great teachers, strong PTA.
—Submitted by a parent


Posted April 15, 2010

They have put in alot of effort to teach all the kids , My daughter has gone there and now my son. In 7th grade my daughter was well above the rest of the kids that attend reg school.
—Submitted by a parent


Posted March 9, 2010

school has amazing teachers and i love the challenge they give to the kids...
—Submitted by a parent


Posted September 23, 2009

Love the focus on fundamentals and parent involvement. Have 2 kids at Hollow Hills and both enjoy it.
—Submitted by a parent


Posted September 22, 2009

I can see how smart my child is becoming
—Submitted by a parent


Posted September 20, 2009

Encouraging the loving of education in the minds of all their students not only by the activities they offer but by encouraging the parents to keep the ball rolling at home
—Submitted by a parent


Posted September 17, 2009

The great teachers and parent volunteers.
—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

899

Change from
2012 to 2013

-11

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

5 / 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

899

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

-11

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 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
(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)

5 / 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.

95 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
85%

2011

 
 
80%

2010

 
 
83%
Math

The state average for Math was 65% in 2013.

95 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
76%

2011

 
 
82%

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 46% in 2013.

95 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
74%

2011

 
 
73%

2010

 
 
76%
Math

The state average for Math was 66% in 2013.

95 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
82%

2011

 
 
87%

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 65% in 2013.

96 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
93%

2011

 
 
88%

2010

 
 
90%
Math

The state average for Math was 72% in 2013.

97 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
85%

2011

 
 
90%

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.

94 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
87%

2011

 
 
88%

2010

 
 
89%
Math

The state average for Math was 65% in 2013.

94 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
72%

2011

 
 
72%

2010

 
 
72%
Science

The state average for Science was 57% in 2013.

94 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
91%

2011

 
 
91%

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 60% in 2013.

79 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
79%

2011

 
 
87%

2010

 
 
80%
Math

The state average for Math was 55% in 2013.

79 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
69%

2011

 
 
65%

2010

 
 
81%
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 Students81%
Females82%
Males79%
African Americann/a
Asian88%
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged68%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability82%
English learner82%
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate46%
Parent education - some college (includes AA degree)82%
Parent education - college graduate88%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

Math

All Students85%
Females80%
Males94%
African Americann/a
Asian96%
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)85%
Economically disadvantaged68%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability85%
English learner94%
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate62%
Parent education - some college (includes AA degree)86%
Parent education - college graduate94%
Parent education - graduate school/post graduate95%
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 Students66%
Females60%
Males72%
African Americann/a
Asian82%
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged43%
Non-economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only70%
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)62%
Parent education - college graduate68%
Parent education - graduate school/post graduate78%
Parent education - declined to staten/a

Math

All Students77%
Females71%
Males82%
African Americann/a
Asian88%
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)77%
Economically disadvantaged50%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability76%
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 graduate73%
Parent education - some college (includes AA degree)76%
Parent education - college graduate71%
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 Students90%
Females88%
Males92%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged71%
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate72%
Parent education - some college (includes AA degree)90%
Parent education - college graduate96%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a

Math

All Students88%
Females84%
Males92%
African Americann/a
Asian94%
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)90%
Economically disadvantaged67%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate68%
Parent education - some college (includes AA degree)86%
Parent education - college graduate92%
Parent education - graduate school/post graduate100%
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 Students77%
Females81%
Males74%
African Americann/a
Asian94%
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged71%
Non-economically disadvantaged79%
Students with disability85%
Students with no reported disability77%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate94%
Parent education - some college (includes AA degree)64%
Parent education - college graduate79%
Parent education - graduate school/post graduate78%
Parent education - declined to staten/a

Math

All Students70%
Females65%
Males74%
African Americann/a
Asian88%
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged53%
Non-economically disadvantaged73%
Students with disability62%
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate78%
Parent education - some college (includes AA degree)55%
Parent education - college graduate71%
Parent education - graduate school/post graduate78%
Parent education - declined to staten/a

Science

All Students84%
Females81%
Males87%
African Americann/a
Asian88%
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged82%
Non-economically disadvantaged84%
Students with disability85%
Students with no reported disability84%
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 graduate94%
Parent education - some college (includes AA degree)86%
Parent education - college graduate71%
Parent education - graduate school/post graduate89%
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 Students81%
Females74%
Males91%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino85%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged64%
Non-economically disadvantaged84%
Students with disability75%
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate71%
Parent education - some college (includes AA degree)94%
Parent education - college graduate83%
Parent education - graduate school/post graduate79%
Parent education - declined to staten/a

Math

All Students71%
Females65%
Males79%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged55%
Non-economically disadvantaged74%
Students with disability83%
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate35%
Parent education - some college (includes AA degree)76%
Parent education - college graduate91%
Parent education - graduate school/post graduate86%
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 State average
White 59% 27%
Asian 18% 11%
Hispanic 18% 51%
Two or more races 4% 3%
Black 1% 7%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 10%N/A54%
Source: NCES, 2010-2011

Oops! We currently do not have any teacher information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

What makes a great teacher? Study after study shows the single most important factor determining the quality of the education a child receives is the quality of his teacher. Here are some characteristics to look for »

This school has not yet provided program information.


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828 Gibson Avenue
Simi Valley, CA 93065
Phone: (805) 520-6720

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