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Teacher quality
Principal leadership
Parent involvement
I attended this school starting in the 6th grade. I was bullied. Several times I brought it up to my councilors only to have them ignore the problem. I was beaten up twice and i recieved the all the punishment. In eighth grade, my friend came to school crying and I gave him a hug before school started. I was given an hour detention and my friend was given a lecture about "wasting his time with girls". The academics were a nightmare for me. I have never been good at math and every year my plea for a tutor was ignored. The dress code is harshly enforced as well. I wore two and a half inch heels and sat in the office for two hours being lectured. Once, when my shirt was "low cut" a teacher said she would either send me to the office or shove tissue paper down my shirt. The only silver lining I found in this school was the drama program. David Dingman is one of the most incredible, talented, and commited teachers you will find in this town. The drama program saved my life and taught me many valuable lessons on several occasions. I do not reccomend this school to anyone, but if you are a performer trapped in Simi Valley, then this is the middle school for you.
My child was bullied, and the situation was never addressed. Had to transfer to a new school, and very happy with the communication we receive.
—Submitted by a parent
My twins just graduated from this school, yesterday. I found that this school was a good and fair school, teaching things that were important later, such as the power point presentation. Kids who aren't doing well were given opportunity to tutoring, and if they didn't take advantage of it, well--there's a reason they probably aren't doing so well. Instruction is different from when I was in school, and I may not agree completely with methods being used, but I will give credit to all the teachers my daughters had over the past 2 years, as well as to my daughters, and to myself, for pushing and striving for greatness. If you don't understand something, seek answers elsewhere. The teachers my daughters dealt with were always welcoming and helpful. And--absolutely LOVED Mrs. Webb. Good job to everyone!
—Submitted by a parent
Very Dissapointed in this school, they just sat back and watch my daughter fail. There are no programs for kids who are struggling. She even said it. They think all the kids are on the same level. The staff are cold and desencitized. They need a to be more real, less fake.
—Submitted by a parent
Extremely disappointed in this school. So far we've only seen minimal effort from teachers and no one willing to teach a student how to learn. Information is thrown at them and in one format only (even if clarification is asked for!) Every night I'm teaching my daughter what she should be learning at school (and she's GATE)! The exception is the science program. Furthermore, most of the girls are extremely clicky and mean.
—Submitted by a parent
Very disappointed with Valley View. A principal that tells parents what they want to hear and doesn't follow through. Poor support for students struggling academically. Mediocre GATE program. How does a 50 slide powerpoint have any value? API scores should be 50 points higher based on the students going in to the school. State standards are often ignored. Good band program and some good teachers.
—Submitted by a parent
I am currently a student at Valley View and I love this school. It is a great school if your child is willing to learn. And everyone treats you like adults here trying to get you ready for High School. This school has great motivation and teachers are very helpful. Mrs. Webb is a very strict principal which is why students don't like her but parents DO!!! I recommend this school to everyone! It is a great school!
my son is currently in Valley View and it's an awful school! They gave him an hour detention for giving a girl a hug! This school is unfair, STRICT, and most of all they go way over board for the little things! I do NOT suggest this school.
—Submitted by a parent
The principle Mrs. Webb takes so much prode in her school. She is strict but that is because she wants kids to be in an environment where they can learn without distractions. It has been a California Distiguished school for the last 4 years.
—Submitted by a parent
O.K., let's see, the principal means business and does NOT ALLOW any mischief at all! The kids do not like her, parents LOVE her. As the parent of a child with challenges, I have been extremely happy with the aides and peer student program. The teachers need more time to adapt curriculum for their students : (. The campus is wonderful and we had a great experience overall.
—Submitted by a parent
I am a student at valley view middle school, and I really hope you take what i have to say in consideration for your children. I am very unhappy at valley view middle school. They are very strict and inconsiderate about our problems. It will be very long if i go on and on about all that happens, but to sum it things up, Mrs. Webb is a very inconsiderate, strict, and,if i may, just plain mean to me and my friends. Most of my teachers that i have in my schedule rotation are very understanding and wonderful. There are a few exceptions. The kids around the school are not as wonderful as the teachers, lets just say, but its like that in any school. The yard duties look like honestly, that there just looking for the chance to get us at anything.To sum up, i do not suggest this school.
I currently attend valley view and I think its a fantastic school! the school is strick though.. but thats what most schools are like. mrs.webb is a very kind strong principal that keeps this school in line. I love it here the teachers are great and helpful... and they help as much as they can to raise my grade.. I think if our wondering what school in simi valley is rifgt, trust me this school is WONDERFUL
—Submitted by a student
I have an 8th grader at V.V., and he is very happy here. He attends V.V. since 7th grade. Mr. Schuster, music teacher is the best. Mrs. Webb, the principal is great, too. My only concern is that there are couple teachers let students to retake their test if the grade is c- or below. This 2nd chance will hurt them more than help them in my opinion. Other than that, this school is a great school.
—Submitted by a parent
this school is borin and there are lots of bullys. they have good teachers but bad kids
—Submitted by a student
I was involved in the 2008-2009 school year and i had an okay time. The teachers at valley view could be more caring and understanding, i understand that they have alot of other students every day but if they just had the patience and the time to understand, my experience at valley view would be much nicer. I was very excited to be going to to this ' wonderful ' school but in the end i was a little dissipointed. Please consider my opinoin when you are chooseing a school for your loved ones
—Submitted by a student
I am very displeased with the way thsat this school is run. Mrs. Webb runs the place like a prison and most of the teachers my son has had this year do not conduct themselves in a very adult-like manner. These are children, not convicts and I believe something should be done. Just reading the overall test scores at this'so called' excellent school shows me there need LOTS of improvements! The kids aren't getting the full potential they deserve and something needs to be done. I wouldn't reccomend this school to any newcomers to Simi Valley, there is better out there.
—Submitted by a parent
I am very pleased with the leadership at Valley View Middle School.
—Submitted by a parent
Every morning when i woke up at 5:30, i wasnt looking foward to the day at valley veiw. I'd get on the bus and go to school feeling left out,alone and scared. The teachers there can be extremely hurtful and deep, its not cool.
VVMS graduate. Overall, the school was ok. I was enrolled in GATE classes my three years at VV and the teachers were excellent, especially Ms. Barlow and Mrs. Powers. Both of them really helped for the Honors and AP classes of high school. On the other hand, school funding should have gone to more pressing areas of the school. Half of the stalls in the bathrooms would have broken locks or doors, but somehow there would be enough funding to paint a huge mirror on the side of the school. Overall, it was pretty good. Definitely the nicest environment and least violence of the three public middle schools in Simi.
—Submitted by a student
When I first moved to anthor side of Simi and now going to a new school, I thought that i wasnt going to know anyone. Well I was wrong, I knew alot of people that I already knew. Mrs. Webb, the principal, is very helpful and she is understanding to student's needs. I now will be in 8th grade this year and Im looking foward to it because at Valley View everyone echives more!
—Submitted by a student
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 59% in 2012.
109 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
109 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 Algebra I was 86% in 2012.
38 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
566 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
531 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 Algebra I was 49% in 2012.
178 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
568 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
364 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
41 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
582 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
568 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 | 82% |
| Females | 84% |
| Males | 79% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | 84% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | n/a |
| All Students | 64% |
| Females | 55% |
| Males | 77% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 66% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | n/a |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 82% |
| 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 | 100% |
| Females | n/a |
| Males | 100% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 100% |
| Students with no reported disability | 100% |
| English learner | n/a |
| Fluent-English proficient and English only | 100% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 70% |
| Females | 74% |
| Males | 68% |
| African American | n/a |
| Asian | 89% |
| Filipino | 82% |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 75% |
| Students with disability | 56% |
| Students with no reported disability | 73% |
| English learner | n/a |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 54% |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | 68% |
| All Students | 51% |
| Females | 54% |
| Males | 49% |
| African American | n/a |
| Asian | 75% |
| Filipino | 69% |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 57% |
| Students with disability | 33% |
| Students with no reported disability | 54% |
| English learner | n/a |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 39% |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | 44% |
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 | 83% |
| Females | 83% |
| Males | 83% |
| African American | n/a |
| Asian | 80% |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 84% |
| Students with disability | 79% |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 75% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 77% |
| Males | 71% |
| African American | n/a |
| Asian | 81% |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 81% |
| Students with disability | 57% |
| Students with no reported disability | 76% |
| English learner | 0% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 44% |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | 54% |
| All Students | 53% |
| Females | 52% |
| Males | 54% |
| African American | n/a |
| Asian | 53% |
| Filipino | n/a |
| Hispanic or Latino | 34% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 63% |
| Students with disability | 35% |
| Students with no reported disability | 56% |
| English learner | 7% |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 40% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 52% |
| Parent education - declined to state | 41% |
| All Students | 88% |
| Females | 93% |
| Males | 85% |
| African American | n/a |
| Asian | 85% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 87% |
| Students with no reported disability | 87% |
| Fluent-English proficient and English only | 88% |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 62% |
| Males | 69% |
| African American | n/a |
| Asian | 79% |
| Filipino | n/a |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 75% |
| Students with disability | 50% |
| Students with no reported disability | 68% |
| English learner | 8% |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 76% |
| Parent education - declined to state | 55% |
| All Students | 76% |
| Females | 71% |
| Males | 82% |
| African American | n/a |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 84% |
| Students with disability | 62% |
| Students with no reported disability | 79% |
| English learner | 0% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 67% |
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 6
Grade 7
Grade 8
All students
Female
Male
All students
Asian
Filipino
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
Gifted and talented
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
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 66% | 28% | ||
| Hispanic or Latino | 19% | 49% | ||
| Asian | 8% | 8% | ||
| Multiple or No Response | 3% | 3% | ||
| Filipino | 2% | 3% | ||
| African American | 1% | 7% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 3% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 20% | N/A | 52% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 19 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 94% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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3347 Tapo Street
Simi Valley,
CA 93063
Phone: (805) 520-6820
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