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GreatSchools Rating

Temecula Luiseno Elementary School

Public | K-5 | 865 students

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 4 ratings
2012:
No new ratings
2011:
Based on 2 ratings

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13 reviews of this school


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Posted March 19, 2014

TLES has been a great school for my two youngest boys. We put in for a intra-district transfer before they started Kindergarten and it was the best decision we've ever made. For starters the staff is amazing, both in the classroom and the front office. In addition, I've been a parent volunteer in the classroom for 6 years and I've seen first hand how hard the teachers work to help the kids that are struggling as well as challenge those who are ready for more. They treat all their students the same and clearly enjoy their work which is an important aspect of teaching. I just want to add that Mrs. Albertoni, a second grade teacher at TLES should be awarded teacher of the year every year, she is that outstanding.
—Submitted by a parent


Posted November 20, 2013

I have one child at this school and another in private. What a huge difference! Public school is definitely behind. Spend one day volunteering at this school and you will be shocked! So many kids that lack respect and discipline!! I agree with another reviewer, there are many children with special needs in the classroom that are disruptive. Teachers and staff are NOT CPR trained. When I asked why, Principal said that they are not required by law. Homework is a joke. The students are given a list and they are to pick one assignment to do each day, but it's the same list for the whole semester. Homework doesn't pertain to the work they did that day. With a 1000 kids in the school, how can they safely evacuate in case of an emergency? With 28 students per class how can your child learn, especially with multiple disruptions in the classroom? Pick up and drop off are a nightmare.
—Submitted by a parent


Posted October 24, 2013

Love the teachers and administration at this school; couldn't be happier. My 2 children attending are doing well. Looking forward to sending my third next year.
—Submitted by a parent


Posted June 30, 2013

Horribly overcrowded classes and way too many kids at this elementary school. Kids are overwhelmed and it is just not good for little children to have over 1000+ kids in their school. Loud loud loud try going to lunch with your child you cannot hear a thing. Pta members seem to get the job openings for duties and aids. Many noon duties are rude miserable and do not appear to like children. Classes are overcrowded and many have students with special needs. These kids are allowed to do whatever they want. Kids scream disrupt the other kids they are not removed it is completely unbelievable. If your kid is not diagnosed with something but is struggling good luck getting needed help. Teachers are too overwhelmed already with way too many kids in their classes. There are some incredible teachers there but school has gone downhill. Too too big no sense of community or belonging and every year because there are so many kids your kids will not even have a single friend in class with them. Not a healthy situation at all Kids feel like they changed schools every year because they know noone. It is crazy.
—Submitted by a parent


Posted January 11, 2013

wonderful school for us and specially for my son who just start his kinder here last year, great teacher is just too bad for us that we have to move to San Diego for my son to start his grade school, how i wish there is more school like TLES in San Diego.
—Submitted by a parent


Posted March 17, 2011

An amazing school with wonderful parent involvement. Dads are encouraged to be "Watch D.O.G.S.," which stands for "Dads of Great Students," and participate in the classroom and on the playgrounds. The kids LOVE it. The principle and teachers are so good at what they do on an ever shrinking budget. So many of the teachers DONATE their time before and after school to keep unfunded programs going like Running Club, Chorus and Art, often arriving hours early and staying late into the evening. Children are taught Character Traits in a monthly program, and the on-campus and off-campus field trips really enrich their learning. I so appreciate their dedication to every level of learner. I can see how much they love our children and their careers.
—Submitted by a parent


Posted January 17, 2011

This is my daughters 2nd year and i am so pleased to have her going there. we came from san diego and i was really happy with the school we were at btu i love this school sooooo much more. I volunteer once a week and i see how many people / parents volunteer and it makes a huge difference and its also nice to see parents care for how their children are doing in school. My child is not the easy kid in the class and i know that but they are all soooo patient with her and im so grateful for that. This is an awesome school!
—Submitted by a parent


Posted June 20, 2009

The principal at this school is doing an amazing job. She cares and goes above and beyond in bringing quality programs to this school. She is very progressive, kind, and hard working. Talk to her, I am sure she'll listen.
—Submitted by a parent


Posted May 17, 2009

I question leadership when safety becomes a concern. Although they allow parental volunteering, I question just how much this extends to the classroom. How is it that a school allows parental volunteering refuses the suggests or direct in which a child is educated. I am disappointed that the leadership, staff, and certificated personnel do not allow and refuse input in the way a child is educated.
—Submitted by a parent


Posted April 29, 2009

I agree that the school is great, the first grade teacher Mrs Sutten is wonderful. But the end of day chaos is scary. They let the kids loose with little supervision. My daughter often says that the kids are not well supervised at recess either. She has hurt herself doing flips on the monkey bars several times.... The school is new, so it may take so;e time to get organized.
—Submitted by a parent


Posted August 14, 2008

My son was in 4th grade last year and did great thanks to his incredible teacher, Ms. Stanard. What I love most about this school is how hard the principal and staff work to make every student feel safe. The kids are encouraged to give each other compliments and be kind---bullies are NOT tolerated at all. My son joined every club and was in the talent show--and he's not a very socially comfortable kid. Thanks to the staff and principal, he excelled not only academically, but socially. GREAT school!
—Submitted by a parent


Posted April 14, 2008

Achedemically, I love this school. My daughter is in first grade and she loves it. She has learned so much, and they welcome parental volunteers. However, I do believe their school safety could be very much improved. When I pick her up at school, its like a cattle drive. No one makes an effort to release children to their family members. They are just set loose at the end of the day. There also have been instances where my daughter was roughed up at recess because they let all the children (Kindergarten excluded) out at recess at once and appear to only have 2 or 3 responsible adults for a playground with 500 children. This school is a new school, so I understand they are still working out the kinks. I just hope they work them out soon.
—Submitted by a parent


Posted April 2, 2008

I love this school considering it just opened this year they are well organized with activities for the kids & parents. I look forward to many years at this school with my kids.
—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

891

Change from
2012 to 2013

+1

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

7 / 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

891

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

+1

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)

7 / 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.

168 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
70%

2011

 
 
69%

2010

 
 
71%
Math

The state average for Math was 65% in 2013.

168 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
75%

2011

 
 
72%

2010

 
 
77%
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.

164 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
71%

2011

 
 
66%

2010

 
 
56%
Math

The state average for Math was 66% in 2013.

164 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
91%

2011

 
 
82%

2010

 
 
78%
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.

147 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
89%

2011

 
 
89%

2010

 
 
84%
Math

The state average for Math was 72% in 2013.

149 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
84%

2011

 
 
88%

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

The state average for English Language Arts was 60% in 2013.

152 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
89%

2011

 
 
78%

2010

 
 
76%
Math

The state average for Math was 65% in 2013.

157 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
79%

2011

 
 
81%

2010

 
 
69%
Science

The state average for Science was 57% in 2013.

151 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
82%

2011

 
 
67%

2010

 
 
72%
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%
Females85%
Males78%
African Americann/a
Asiann/a
Filipino82%
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged77%
Non-economically disadvantaged82%
Students with disability55%
Students with no reported disability83%
English learner67%
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 graduaten/a
Parent education - some college (includes AA degree)79%
Parent education - college graduate85%
Parent education - graduate school/post graduate87%
Parent education - declined to staten/a

Math

All Students81%
Females80%
Males82%
African Americann/a
Asiann/a
Filipino76%
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged74%
Non-economically disadvantaged82%
Students with disability45%
Students with no reported disability83%
English learner78%
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 graduaten/a
Parent education - some college (includes AA degree)77%
Parent education - college graduate89%
Parent education - graduate school/post graduate84%
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 Students68%
Females72%
Males64%
African Americann/a
Asiann/a
Filipino67%
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged53%
Non-economically disadvantaged71%
Students with disability58%
Students with no reported disability68%
English learner36%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate42%
Parent education - some college (includes AA degree)66%
Parent education - college graduate67%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

Math

All Students84%
Females87%
Males81%
African Americann/a
Asiann/a
Filipino78%
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 disadvantaged73%
Non-economically disadvantaged86%
Students with disability58%
Students with no reported disability86%
English learner64%
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate63%
Parent education - some college (includes AA degree)77%
Parent education - college graduate89%
Parent education - graduate school/post graduate96%
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 Students82%
Females88%
Males77%
African Americann/a
Asiann/a
Filipino85%
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged79%
Non-economically disadvantaged83%
Students with disability36%
Students with no reported disability86%
English learner63%
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate85%
Parent education - some college (includes AA degree)84%
Parent education - college graduate79%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

Math

All Students84%
Females86%
Males84%
African Americann/a
Asiann/a
Filipino100%
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged85%
Non-economically disadvantaged85%
Students with disability53%
Students with no reported disability89%
English learner69%
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate79%
Parent education - some college (includes AA degree)82%
Parent education - college graduate82%
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%
Females80%
Males76%
African Americann/a
Asiann/a
Filipino85%
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantaged62%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduaten/a
Parent education - high school graduate67%
Parent education - some college (includes AA degree)78%
Parent education - college graduate81%
Parent education - graduate school/post graduate82%
Parent education - declined to staten/a

Math

All Students80%
Females75%
Males84%
African Americann/a
Asiann/a
Filipino100%
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged52%
Non-economically disadvantaged87%
Students with disability27%
Students with no reported disability84%
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 graduate64%
Parent education - some college (includes AA degree)72%
Parent education - college graduate91%
Parent education - graduate school/post graduate85%
Parent education - declined to staten/a

Science

All Students75%
Females68%
Males81%
African Americann/a
Asiann/a
Filipino85%
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged42%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduate62%
Parent education - some college (includes AA degree)73%
Parent education - college graduate83%
Parent education - graduate school/post graduate78%
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 42% 27%
Hispanic 31% 51%
Asian 16% 11%
Two or more races 6% 3%
Black 3% 7%
American Indian/Alaska Native 2% 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 16%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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45754 Wolf Creek Drive
North
Temecula, CA 92592
Phone: (951) 294-6340

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