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Teacher quality
Principal leadership
Parent involvement
I am the grand parent of a Ridgemoor student. My husband and I are both educators. We have been overjoyed with the excellence in teaching at Ridgemoor. Our grand daughter's KDG teacher, Mrs Sanchez was beyond compare and we are forever grateful for her caring and teaching.
I attended Ridgemoore Elementary and my time there was most memorable. I started in third grade where I met my new teacher Mrs. Baker. I look back now and only have good memories of all the things that I was taught by her and a few more teachers. Their techniques were unmatched with the many other schools I attended as a child and if I could send my child anywhere for schooling it would definitely be here!!! I still remember songs that Mrs Baker utilized to help educate us about the Navajo people and math. This school is unforgettable.
I am extremely happy with Ridgemoor Elementary. Mrs. Cook is a GREAT KINDERGARTEN teacher!!! The school is also very involved with the parents of each kid. I was able to see 1st hand how things were run. My children & I are a family coming out of a recent divorce w/ my husband. My son before starting school showed signs of stress & anger, he would bully other children at times. Now with the help of Mrs. Cook, we have helped correct that issue, & my son's behavior and overall attitude has improved entirely. He is no longer an anger, unhappy little boy hiding off in the corner. Now he actually wants to help his teacher, and behave. And he's proud of himself when he receives an award for good behavior.
—Submitted by a parent
While my grandchildren went to school here they received a wonderful education. The teachers were excellent and cared about them.
Ridgemoor is a loving environment with awesome teachers and staff. they really care about our kids.
—Submitted by a parent
It's dedicated to enriching our children's education!
—Submitted by a parent
This school has the most amazing teachers, principal, and staff. My 3 kids have excelled here in the learning environment created by the staff, parents and the students. I am proud and fortunate that we are Roadrunners and it is a California Distinguished School.
—Submitted by a parent
Ridgemoor is an awesome school with great teachers that go above and beyond the call of duty for the children they serve. We gather as a family each morning to do the pledge to the flag, a different class each week sings for everyone, and announcements are made before everyone heads off to their own classrooms. We don't have much of a turn over of staff which also helps with consistency for the students and parents. As our school song says, 'Ridgemoor is the place to be.'
—Submitted by a parent
There just something very special about that school. My grand kids go there and they very smart.
Our school is the best, because of all the Teacher's, Office Staff Members, and our Principal make everyone feel like family..Plus the teaching is A++++....I love them all...
—Submitted by a parent
This is my 10th and, sadly, my last year at Ridgemoor since my youngest child, a 5th grader, will move on next fall. Our teachers really do go the extra mile, and have succeeded in helping all three of my children earn straight As every trimester! I estimate that I have attended about four dozen awards ceremonies for Perfect Attendance, Terrific Kid, Student of the Month, and/or Honor Roll. In addition to these recognitions, my kids alone have participated in district sponsored events like Red Ribbon Week, spelling bees, and science fairs; PTA sponsored events like dances, the Harvest Fair, movies on the blacktop, and stargazing; GATE classes like Chess Club and Mad Science; field trips to the J. Paul Getty Museum, the Ramona Pageant, Riley s Farm, Mission San Luis Rey, the Oval Office, and an incredible sim ride called Soarin Over California at the California Adventure Park; health and fitness activities like Running Club and Jazzercise; exploration of the Arts in band, choir, Guitar Club, Spotlight Kid s Theater, and Reflections, not to mention the musicals Vacation on Mars, Westward Movement, Geology Rocks, and Pirates of Grammar Island; as well as special days devised by the teachers like Cat in the Hat Day, Johnny Appleseed Day, Western Days, Polar Express, Chinese New Year, Donuts With Dad, homemade boat launch, U.S. state breakfast, and the ever popular Medieval Faire! For years I ve sent these ideas to my relatives who teach back east! The support my son received in 3rd, 4th, and 5th grades following two major hip surgeries went above and beyond the call! Ridgemoor teachers and staff: you are extraordinary and awesome!
—Submitted by a parent
I have been a part of Ridgemoor for 8 years. We have a principal who cares!!! Teachers do so much to help our kids, they always go the extra mile. Ridgemoor is a great school!!!
—Submitted by a parent
My family and I love Ridgemoor school because of the awesome principal Mrs. James and the teachers that my daughters have had. The PTA activities are great, too. Plus, the school has been a distinguished school for the last couple of years now which proves right there that this school is the best.
—Submitted by a parent
Are school is top scores for menifee school district. All my kids attend ridgemoor and i work at ridgemoor elementary school. Everyone is so helpful and so on task. The staff all cares so much. We love ridgemoor!
—Submitted by a parent
We really love this school! We have had such wonderful experiences so far. My oldest son loves it there, and my youngest is already talking about going to Kindergarten there. The TEACHERS are what make this school the best! Great communication and sincere care for the children!
—Submitted by a parent
Great teachers! New city with teachers that care about the students. Dana and I see the growth in Devin due to the extra mile his teachers have gone. I would like to call out the administrative staff as well, great communication!
—Submitted by a parent
The staff is amazing and easy to talk with about any concerns I might have. I love their traditions.
—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.
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.
132 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
131 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.
125 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
125 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.
126 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
129 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.
128 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
130 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
128 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 | 67% |
| Females | 71% |
| Males | 64% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 80% |
| Students with disability | 45% |
| Students with no reported disability | 69% |
| English learner | 55% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | 68% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 69% |
| Males | 84% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 84% |
| Students with disability | 45% |
| Students with no reported disability | 81% |
| English learner | 70% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 55% |
| Parent education - high school graduate | 82% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | n/a |
| 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 | 61% |
| Females | 63% |
| Males | 60% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 70% |
| Students with disability | 67% |
| Students with no reported disability | 61% |
| English learner | 14% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 36% |
| All Students | 88% |
| Females | 89% |
| Males | 87% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 90% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 92% |
| Students with disability | 75% |
| Students with no reported disability | 89% |
| English learner | 79% |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 82% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 82% |
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 | 80% |
| Males | 85% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 86% |
| Students with disability | 93% |
| Students with no reported disability | 81% |
| English learner | 38% |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 88% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 88% |
| Males | 89% |
| 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) | 95% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 94% |
| Students with disability | 76% |
| Students with no reported disability | 90% |
| English learner | 67% |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 83% |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 90% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | n/a |
| 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 | 74% |
| Females | 75% |
| Males | 73% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | 46% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 59% |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 71% |
| 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) | 83% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | 46% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 65% |
| Parent education - high school graduate | 68% |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 71% |
| Females | 60% |
| Males | 79% |
| 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 |
| Samoan | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | 15% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 47% |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | n/a |
| 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
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 - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 42% | 28% | ||
| Hispanic or Latino | 35% | 49% | ||
| Multiple or No Response | 13% | 3% | ||
| African American | 4% | 7% | ||
| Filipino | 3% | 3% | ||
| Asian | 2% | 8% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 14% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 19% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 89% | 85% | ||
| Filipino (Pilipino or Tagalog) | 4% | 1% | ||
| Lao | 2% | 0% | ||
| Arabic | 1% | 1% | ||
| Bengali | 1% | 0% | ||
| German | 1% | 0% | ||
| Khmer (Cambodian) | 1% | 0% | ||
| Tongan | 1% | 0% | ||
| Vietnamese | 1% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 21 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 11 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| School Leader's name |
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| Special schedule |
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| Fax number |
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25455 Ridgemoor Road
Sun City,
CA 92586
Website: Click here
Phone: (951) 672-6450
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