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Teacher quality
Principal leadership
Parent involvement
i love chapp because everyone has the best attitude and we have the most school spirit! GO PUMAS
—Submitted by a student
Great school. Great teachers that care about their students. - Great amount of AP courses offered compared with other schools.
—Submitted by a student
My daughter attending all 4 years at Chaparral, was a Cheerleader, made good grades and was very involved in School activities. She is always proud to say she attending Chaparral. The teachers and counselors were great. School sports are so much fun, especially the Football games.
—Submitted by a parent
Well I have many things to say about Chaparral. I went there for my Freshmen and Sophomore year and ended up moving to a different state. The School Pride at Chaparral is amazing compared to the school I go to now. There were great teachers but the students were really rude and disrespectful and dont really care about school policies. I would have to say that This school is a better school than Temecula Valley High School probably not Great Oak High School But Chaparral High School is a pretty good school overall.
—Submitted by a student
I'm currently a sophomore in Chaparral High School, and honestly it's not that bad of a school. I would say it isn't the greatest, but without a doubt, it is one of the best schools in the district. I think we should not listen to the previous comment posted on February 27, 2008 especially because the parent obviously cannot even spell the name of the high school correctly.
—Submitted by a student
This school is not what everybody makes it seem like, it is not the 'Greatest School in the District' It is actually a dissapointment, the school lacks many things such as Pride, Interity, Honor, and Respect. Some of the students and teachers are so rude you could never imagine how rude people from a so-called 'Great School' can be. If you are going to send your kids to this school it is a horrible idea, I think Temecula Valley High School is much better and Great Oak High School is not great but better than Chaperal. But preferably Temecula Valley High School. As a parent make the right choice and avoid Chaperal, my kids and I were unwelcomed as well as many other new students/paents.
—Submitted by a parent
I go to this shcool currently and i love it! there are no such grade as a D, but that is a benifit because it helps your GPA. This a great school.
—Submitted by a student
I was a student at chs. I only went there for to years, but when I switched to a lower class school, I realized how great charappal was. There teachers generally care for their students. They all have friend like relationships with their students,at the same time, giving a quality education. Perhaps the location and class of temecula has to do with the amount of oppertunity given there. Books at chs are updated, sports are plentiful (not to mention outstanding), the arts program is beyond advanced in singing, dance, drama, and general art. The campus is clean. Standards are beyond reached. If your child may attend chs, do not think twice! I would give an arm and a leg to go back. (My mom would too! ;) )
—Submitted by a former student
I was very pleased with this school. One of my step daughters was behind by a year in school and attended continuation in our other school district. Resource program here is just what it should be. They actually help the children with learning disabilities instead of treating them like trouble makers. In the one year she attended not only did she graduate on time, but she had all A's and B's! She now believes that she can actually become and do something with her life. We have been here to support her and tell her differently, but when the rest of the world is telling her differently, that is what she believed. But now there isn't anything to stop her. She wants to go to college so that she can help other students like she was. What a world of difference. Thank you Chaparral.
—Submitted by a parent
Chaparral is a great school for my daughter, teacher tenure is over-rated, needed are more young, fresh teaching styles. Athletics are great, rallies and student involvement very much encouraged. Summer school only offers basic subjects, needed is expantion here. Student reward system is great. Parent involvement discouraged in the high school setting other than the need for yard duties.
—Submitted by a parent
Good school for the large size. Happy with the teachers overall.
—Submitted by a parent
Good school. Hard working Principal and teachers. Kids seem to like the school, the sports programs are first class. The school is safe, clean and very orderly. Would recommend to parents that plan to get involved in their childs high school experience.
—Submitted by a parent
I love being a student at Chaparral! The teachers (for the most part) are young, and because of that they tend to make a better connection with students. I always feel safe at school and look forward to what fun might happen each day!
—Submitted by Phil, 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 Algebra I was 25% in 2012.
368 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
133 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
333 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
12 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
723 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
31 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
199 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
355 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 50% 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 13% in 2012.
103 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
218 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
386 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
239 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
689 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
229 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
83 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
693 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
720 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 10% in 2012.
21 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
190 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
236 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
120 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
128 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
698 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
60 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
313 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
135 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
740 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
15 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 | 23% |
| Females | 21% |
| Males | 24% |
| African American | 22% |
| Asian | n/a |
| Filipino | 37% |
| Hispanic or Latino | 14% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 27% |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | 24% |
| Students with disability | 0% |
| Students with no reported disability | 24% |
| English learner | 4% |
| Fluent-English proficient and English only | 24% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 15% |
| Parent education - high school graduate | 22% |
| Parent education - some college (includes AA degree) | 22% |
| Parent education - college graduate | 26% |
| Parent education - graduate school/post graduate | 36% |
| Parent education - declined to state | 14% |
| All Students | 65% |
| Females | 58% |
| Males | 73% |
| African American | n/a |
| Asian | n/a |
| Filipino | 69% |
| Hispanic or Latino | 70% |
| White (not Hispanic) | 61% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 64% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | n/a |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 73% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 86% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | 63% |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 88% |
| Males | 81% |
| African American | 53% |
| Asian | 94% |
| Filipino | 93% |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 67% |
| Parent education - high school graduate | 80% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
| All Students | 0% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 0% |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 82% |
| Males | 79% |
| African American | 61% |
| Asian | 90% |
| Filipino | 90% |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 85% |
| Students with disability | 33% |
| Students with no reported disability | 82% |
| English learner | 16% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 52% |
| Parent education - high school graduate | 77% |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | 76% |
| All Students | 6% |
| Females | n/a |
| Males | 9% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 8% |
| Economically disadvantaged | 9% |
| Non-economically disadvantaged | 5% |
| Students with disability | 7% |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | 8% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 50% |
| Females | 51% |
| Males | 46% |
| African American | n/a |
| Asian | 57% |
| Filipino | 58% |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 54% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 51% |
| Students with disability | n/a |
| Students with no reported disability | 49% |
| English learner | n/a |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | 61% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | 48% |
| Parent education - declined to state | n/a |
| All Students | 31% |
| Females | 29% |
| Males | 32% |
| African American | 24% |
| Asian | n/a |
| Filipino | 50% |
| Hispanic or Latino | 21% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 39% |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | 35% |
| Students with disability | 7% |
| Students with no reported disability | 34% |
| English learner | 10% |
| Fluent-English proficient and English only | 33% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 13% |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | 30% |
| Parent education - college graduate | 39% |
| Parent education - graduate school/post graduate | 33% |
| Parent education - declined to state | 33% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| 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 | n/a |
| 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 | 15% |
| Females | 15% |
| Males | 14% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 11% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 17% |
| Economically disadvantaged | 16% |
| Non-economically disadvantaged | 14% |
| Students with disability | n/a |
| Students with no reported disability | 15% |
| English learner | n/a |
| Fluent-English proficient and English only | 16% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 14% |
| Parent education - college graduate | 8% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 30% |
| Females | 27% |
| Males | 33% |
| African American | n/a |
| Asian | 35% |
| Filipino | 13% |
| Hispanic or Latino | 34% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 30% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 28% |
| Students with disability | n/a |
| Students with no reported disability | 31% |
| English learner | n/a |
| Fluent-English proficient and English only | 30% |
| Migrant education | n/a |
| Gifted and talented | 53% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 17% |
| Parent education - some college (includes AA degree) | 29% |
| Parent education - college graduate | 37% |
| Parent education - graduate school/post graduate | 32% |
| Parent education - declined to state | 17% |
| All Students | 59% |
| Females | 59% |
| Males | 60% |
| African American | 46% |
| Asian | 50% |
| Filipino | 55% |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 64% |
| Students with disability | 24% |
| Students with no reported disability | 63% |
| English learner | 0% |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 28% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 68% |
| Parent education - declined to state | 54% |
| All Students | 62% |
| Females | 50% |
| Males | 74% |
| African American | n/a |
| Asian | 60% |
| Filipino | 56% |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | n/a |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | 79% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 71% |
| Females | 76% |
| Males | 67% |
| African American | 45% |
| Asian | 73% |
| Filipino | 67% |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 75% |
| Students with disability | 20% |
| Students with no reported disability | 72% |
| English learner | 0% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | 66% |
| All Students | 19% |
| Females | 15% |
| Males | 25% |
| African American | 19% |
| Asian | n/a |
| Filipino | 17% |
| Hispanic or Latino | 22% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 19% |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 19% |
| Students with disability | n/a |
| Students with no reported disability | 20% |
| English learner | n/a |
| Fluent-English proficient and English only | 20% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 15% |
| Parent education - some college (includes AA degree) | 21% |
| Parent education - college graduate | 22% |
| Parent education - graduate school/post graduate | 13% |
| Parent education - declined to state | 24% |
| All Students | 66% |
| Females | 58% |
| Males | 72% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 65% |
| Students with no reported disability | 66% |
| English learner | n/a |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 79% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | n/a |
| All Students | 72% |
| Females | 69% |
| Males | 75% |
| African American | 52% |
| Asian | 76% |
| Filipino | 69% |
| 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) | 78% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 75% |
| Students with disability | 47% |
| Students with no reported disability | 73% |
| English learner | 11% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 74% |
| All Students | 59% |
| Females | 49% |
| Males | 67% |
| African American | 41% |
| Asian | 68% |
| Filipino | 56% |
| Hispanic or Latino | 51% |
| 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 | 49% |
| Non-economically disadvantaged | 61% |
| Students with disability | 22% |
| Students with no reported disability | 62% |
| English learner | 0% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | 41% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | 64% |
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 | 10% |
| Females | n/a |
| Males | 18% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 8% |
| Students with disability | n/a |
| Students with no reported disability | 11% |
| English learner | n/a |
| Fluent-English proficient and English only | 11% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 14% |
| Females | 13% |
| Males | 16% |
| African American | n/a |
| Asian | n/a |
| Filipino | 23% |
| Hispanic or Latino | 17% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 10% |
| Economically disadvantaged | 15% |
| Non-economically disadvantaged | 14% |
| Students with disability | n/a |
| Students with no reported disability | 14% |
| English learner | n/a |
| Fluent-English proficient and English only | 15% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 13% |
| Parent education - some college (includes AA degree) | 20% |
| Parent education - college graduate | 13% |
| Parent education - graduate school/post graduate | 11% |
| Parent education - declined to state | 6% |
| All Students | 63% |
| Females | 67% |
| Males | 58% |
| African American | 56% |
| Asian | n/a |
| Filipino | 65% |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 65% |
| Students with disability | 27% |
| Students with no reported disability | 67% |
| English learner | 15% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 58% |
| Parent education - high school graduate | 37% |
| Parent education - some college (includes AA degree) | 66% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | 52% |
| All Students | 52% |
| Females | 43% |
| Males | 60% |
| African American | n/a |
| Asian | n/a |
| Filipino | 63% |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 54% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 53% |
| Students with disability | n/a |
| Students with no reported disability | 53% |
| English learner | n/a |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 51% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 17% |
| All Students | 84% |
| Females | 78% |
| Males | 98% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 86% |
| Parent education - some college (includes AA degree) | 89% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | 79% |
| All Students | 71% |
| Females | 72% |
| Males | 68% |
| African American | 56% |
| Asian | 74% |
| Filipino | 70% |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 72% |
| Students with disability | 42% |
| Students with no reported disability | 71% |
| English learner | 20% |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 46% |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | 58% |
| All Students | 22% |
| Females | 13% |
| Males | 32% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 29% |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | 21% |
| Students with disability | n/a |
| Students with no reported disability | 23% |
| English learner | n/a |
| Fluent-English proficient and English only | 23% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 9% |
| Parent education - some college (includes AA degree) | 26% |
| Parent education - college graduate | 27% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 38% |
| Females | 32% |
| Males | 45% |
| African American | n/a |
| Asian | 69% |
| Filipino | 58% |
| Hispanic or Latino | 34% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 34% |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 40% |
| Students with disability | n/a |
| Students with no reported disability | 38% |
| English learner | n/a |
| Fluent-English proficient and English only | 38% |
| Migrant education | n/a |
| Gifted and talented | 72% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 31% |
| Parent education - college graduate | 39% |
| Parent education - graduate school/post graduate | 51% |
| Parent education - declined to state | 21% |
| All Students | 58% |
| Females | 54% |
| Males | 60% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 60% |
| Students with disability | n/a |
| Students with no reported disability | 58% |
| English learner | n/a |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 49% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | 64% |
| All Students | 71% |
| Females | 65% |
| Males | 77% |
| African American | 55% |
| Asian | 75% |
| Filipino | 78% |
| 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) | 78% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 75% |
| Students with disability | 32% |
| Students with no reported disability | 74% |
| English learner | 13% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 41% |
| Parent education - high school graduate | 49% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | 64% |
| All Students | 14% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 0% |
| English learner | n/a |
| Fluent-English proficient and English only | 25% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| 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 | 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
The state average for English Language Arts was 83% in 2012.
738 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
740 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 93% |
| Females | 97% |
| Males | 90% |
| African American | 84% |
| Asian | 88% |
| Filipino | 95% |
| Hispanic or Latino | 91% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Declined to state | 91% |
| Economically disadvantaged | 89% |
| Non-economically disadvantaged | 95% |
| Economic Status Unknown | 91% |
| Students with disability | 63% |
| Tested with modifications | n/a |
| English learner | 58% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 93% |
| Females | 94% |
| Males | 93% |
| African American | 78% |
| Asian | 98% |
| Filipino | 98% |
| Hispanic or Latino | 89% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Declined to state | 94% |
| Economically disadvantaged | 90% |
| Non-economically disadvantaged | 95% |
| Economic Status Unknown | 92% |
| Students with disability | 61% |
| Tested with modifications | n/a |
| English learner | 70% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
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 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
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 | 49% | 28% | ||
| Hispanic or Latino | 24% | 49% | ||
| Multiple or No Response | 8% | 3% | ||
| African American | 7% | 7% | ||
| Filipino | 6% | 3% | ||
| Asian | 5% | 8% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 6% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 12% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 77% | 85% | ||
| Filipino (Pilipino or Tagalog) | 6% | 1% | ||
| Korean | 4% | 1% | ||
| All other non-English languages | 2% | 1% | ||
| Arabic | 2% | 1% | ||
| Khmer (Cambodian) | 2% | 0% | ||
| Chaldean | 1% | 0% | ||
| Lao | 1% | 0% | ||
| Thai | 1% | 0% | ||
| Vietnamese | 1% | 2% | ||
| Cantonese | 0% | 2% | ||
| German | 0% | 0% | ||
| Greek | 0% | 0% | ||
| Ilocano | 0% | 0% | ||
| Russian | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 29 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 16 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 96% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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27215 Nicolas Road
Temecula,
CA 92591
Phone: (951) 695-4200
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