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GreatSchools Rating

Nicolas Valley Elementary School

Public | K-5

 

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Living in Temecula

Situated in a suburban neighborhood. The median home value is $250,000. The average monthly rent for a 2 bedroom apartment is $1,300.

Source: Sperling's Best Places
 
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 7 ratings
2012:
Based on 5 ratings
2011:
Based on 5 ratings

Teacher quality

Principal leadership

Parent involvement

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33 reviews of this school


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Posted February 12, 2014

Sounds like alot of crying. I'm not sure what school parents have been to in the past, but since when is teachers being nice a requirement to teach? Is this what happens when we don't teach our kids to be independant? They have to memorize "5" digits to eat lunch! Oh my! How will they ever spell their name if it's over "5" letters? Grow up, send your kids to school! They are not surrounded by gangs nor intercity problems like the big cities are. If you don't like it, enroll your kids into a private school. But lets be honest, if the teachers are mean, it's probably cause you raised a brat.
—Submitted by a parent


Posted September 11, 2013

Mrs. Mata needs to retire for sure!! She is mean! If she does not like your child, she will make your child's school year miserable. It happened to mine. I agree with the previous comment, she does favor certain kids and parents.
—Submitted by a parent


Posted August 29, 2013

The kids actually have a card that they scan at the lunch cashier, I just thought to let you and other parents know. Kids in the past had to remember their 3 digit #s ( not 5) until this year. I have found the staff very helpful in my opinion, I would volunteer an hour or so ( if you have of course one free hour in a week or a month) if I were you to get to know the school staff better instead of just judging them. I am a working mom and I could squeeze 4 hours a week. (for example: instead of chatting on Facebook or other social media, I dedicate my time into my daughters schooling) in both kindergarten and 3rd grade classes. I am very thankful for NVES. Thank you for reading my comment and I wish all the parents and their children only the best.
—Submitted by a parent


Posted August 21, 2013

I don't care what that other person says because EVERY person we have came across in that school, whether a teacher or faculty, they were ALL mean, rude, and other stuff I cant say. Even the lunch lady was rude and mean. They expect kindergarten kids to remember a 5 digit number for their lunch code. They just started school people. My son doesn't like this school. He complains they make them play outside when it is over 100 degrees. He also comes home STARVING since other kids cut in front of him and he doesn't get time to eat or drink ANYTHING! What kind of place is this? If I had the money, I would be moving to another school district because this place has only shown us very mean and uncaring people who should not be working at a school. If you can afford to, please DO NOT send your child here. We ran into another parent, different grade student, doesn't get to go to the bathroom. These people are all about themselves and not there for our children. If this other parent has great comments, they must be paying for their kids success and special treatment. Us poor people cannot do that.
—Submitted by a parent


Posted August 14, 2013

I just read all these reviews, & I feel like the negative comments are totally one sided. I have two kids enrolled here, and BOTH my kids are advanced. They have excelled in their studies & love their school! The teachers we've had to date have all been awesome, & the admin staff has met our needs. Sure some ARE cranky, but not all are, and that is not fair to group them all as uncaring. The principal is very easy to work with, & I have never had any issues with her. Every time I have had a concern, they listen. Maybe some things are not perfect, but overall, it's an awesome school! The current PTA is very dedicated, and I give kudos to those people who care enough to donate their time to our kids. I highly recommend this school, & suggest that if you can ever volunteer, you should. Parent involvement is very important! The more volunteers, the better! The class sizes have been increasing, that is only complaint I have. Nicolas is a distinguished school too. Parents definitely need to be involved in their kids' homework. Parents lack of involvement in their kids' homework make their kids suffer, and that is not the school's fault. I am personally very happy with this school.
—Submitted by a parent


Posted June 24, 2013

Not impressed with the teacher quality at this school. My child will be attending another school in the district in the fall. Speak to other parents who have children in this school and ask their honest opinion of the teachers. You'll be surprised and wonder where the 8/10 rating comes from.
—Submitted by a parent


Posted May 16, 2013

Avoid this school! We were new to this school came from a san diego district. My child's teachers are horrible! Mr. Nicolas and Mrs. Anderson....Anderson: nice lady, but never shows up to teach! Mr Nicolas is full of himself he does not care about the students. If you have a concern, dont expect him to actually listen. He will talk over you and say ya ok sure. Its about him and him only! Men should not teach grade level kids! Coming from another school my child was ahead...this school is far behind others. I'm not impressed with the teacher quality or their compassion for teaching children.
—Submitted by a parent


Posted May 4, 2013

All I can say about this school is that it really needs a change in administration. The current principal is has been dragging this school down with her domineering and inept ways. Can't believe she has kept her job considering how biased and unfair she is. This school has some great teachers and staff. However, they are all under the foot of the so called principal. Bottom line: Avoid this school and go to another with an administrator who allows the teachers to teach and parents have a say!
—Submitted by a parent


Posted October 16, 2012

We spent almost 3 years here in this school and I have nothing but nice things to say about the school. I have a son with ADHD and learning disability and the staff went out and beyond to meet his needs. The school has a great leadership and an exceptional teaching staff. I wish they had more money to have smaller classrooms, but it is not in their power to do so. PTA is awesome and does lots of good fundraising activities. We will definitely miss the school. I never had a problem with administration, or the principal's ability to lead. No matter what, I would 100% recommend the school to my family and friends.
—Submitted by a parent


Posted October 12, 2012

If you have the choice do not bother with this school. You can count on 1 hand the number of staff that genuinely care about the kids. Administration is horrible. Very few good techers left. Needs too many improvements to list. Avoid this school
—Submitted by a parent


Posted June 8, 2012

NVES is a great school. The teachers are second to none, and I agree with others that the principal is not an effective administrator, but the teaching staff more than makes up for it. The PTA is fantastic, and works hard for the students, despite problems with leadership in the past.
—Submitted by a parent


Posted March 26, 2012

I have had 2 boys go K-5 at Nicolas. The boys are 7 years apart so our experience spans about 14 years. I have nothing but good things to say about the school. Our experience has been great. No complaints from us!
—Submitted by a parent


Posted January 23, 2012

although the staff seems to care, we have one girl failing and the tutoring program after school hasn't started yet and another boy we just took to another school - his teacher literally terrified him. they don't really listen to you (the teachers) and they rarely respond to emails or calls. the principal is easier altogether and seems to be the only one who ever says or does anything. however, she can't do it all. i can't wait to get my daughter out. they won't even transfer teachers or anything.... oh well. office staff is nice. :)
—Submitted by a parent


Posted October 21, 2011

Both of my children have attended this school. My son, K-5 and my daughter K through her current grade 4. Each year, the school has gone downhill. The administration changed several years back from a principal who was on top of everything to one that seems clueless at best. She is a nice person, but not an effective administrator. Perhaps she would be better suited in the classroom. Bullying has gone on and increased, completely unchecked. There are also several teachers in need of retiring (and it shows) as well as several who don't even seem to like children. I frankly don't know why they are teaching! There is not enough supervision before school or during lunch - meaning kids run wild and are allowed to be unruly. Also several paraprofessionals need to be let go because of their poor attitudes with children (more people that don't seem to like kids). Unfortunately, because of unions no changes will be made. If you have a choice, don't sent your kids to school here. You'll regret it. Regarding parent involvement -- don't give $$ to the PTA. The last president stole over $15k of the student's money we worked hard to raise!!! No oversight!!!
—Submitted by a parent


Posted August 9, 2011

This will be our 3rd year at Nicolas Valley, so far we love all the teachers that have been assigned to my two children who attend here. I would have to say the only complaint I have about this school is the principal, she is beyond unprofessional and extremely rude to parents. The teachers are the real quality since they are the ones molding our children. We won t be leaving anytime soon unless the teacher quality drops.
—Submitted by a parent


Posted August 6, 2011

My son has attended NVES for two years now. Both of the teachers that he had there were excellent! I also found the Principal to be very caring and helpful. My only wish is that my son would be academically challenged more than he is.
—Submitted by a parent


Posted June 1, 2011

Our child has attended for 2 years. NOT impressed AT ALL. We both were very involved in volunteering, working in class, etc. & have seen & heard what goes on. Principal does not ACT or look like a principal AT ALL. Her daughter is a loud mouth with NO boundaries, spoiled brat, who cries if she does not get HER way. Principal has her favorites (daughter's playmates) so they are put in the best classes. Vice Principal should be the Principal! MANY parents are not willing to help their kids even with their homework! Very sad. Have teachers who actually YELL in class--that's great training. I find it very hard to believe this school got good ratings...Perhaps the parents have not been to ther schools & have nothing to compare NVES to. OR they are actually working at the school! Office staff is very rude & appear to not want to be there. I WOULD NOT RECOMMEND THIS SCHOOL AT ALL.....THINK TWICE!
—Submitted by a parent


Posted May 10, 2011

My son is in third grade. I have never had a worse experience of parents not being involved with there children. The homework and class studies are extremely poor. My son gets told to not do something at school his teacher Mr west King tells him to do it anyway. He is not supposed to be a friend. He is supposed to teach. He taught my son bad behavior. If your kid is going into the third grade reconsider the teacher.
—Submitted by a parent


Posted October 6, 2010

I love Nicholas Valley for numerous reasons first the teachers are wonderful, great concern for my daughter's education for the past three years back to back wonderful teachers. Great principal and staff can also get a hold of someone no run around. Great parent involvement and there is always a way that the school is trying to raise money to support things like reflections, meet the masters, watchdog for father's to get invovled in the school. I could go on and on. Just a wonderful school I'm so thankful my child is fortunate enough to have a good school!!
—Submitted by a parent


Posted September 16, 2010

My son has attended NVES for 3 years now. I am so happy that I am finally transferring him out of this school. I am extremely unhappy with the staff. They are rude and if your son has energy, as most do, they will CONSTANTLY send home inappropriate notes about your child EVERYDAY!!! I stopped believeing in the teachers and started to believe my son. And when I went to the principle for support, she backed up the teachers 100%. So I had to go to the district. They need major improvement on the staff!!!!!
—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

882

Change from
2012 to 2013

-12

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

10 / 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

882

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

-12

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 2012 and Spring 2013. 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)

10 / 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.

120 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
75%

2011

 
 
81%

2010

 
 
85%
Math

The state average for Math was 65% in 2013.

120 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
81%

2011

 
 
89%

2010

 
 
88%
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.

136 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
59%

2011

 
 
65%

2010

 
 
66%
Math

The state average for Math was 66% in 2013.

136 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
78%

2011

 
 
78%

2010

 
 
84%
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.

150 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
86%

2011

 
 
92%

2010

 
 
78%
Math

The state average for Math was 72% in 2013.

150 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
75%

2011

 
 
92%

2010

 
 
79%
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.

120 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
80%

2011

 
 
73%

2010

 
 
72%
Math

The state average for Math was 65% in 2013.

120 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
84%

2011

 
 
64%

2010

 
 
68%
Science

The state average for Science was 57% in 2013.

120 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
80%

2011

 
 
70%

2010

 
 
76%
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%
Females86%
Males75%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged73%
Non-economically disadvantaged85%
Students with disability36%
Students with no reported disability85%
English learner38%
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate71%
Parent education - some college (includes AA degree)74%
Parent education - college graduate86%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Math

All Students90%
Females88%
Males92%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino84%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantaged85%
Non-economically disadvantaged93%
Students with disability55%
Students with no reported disability94%
English learner69%
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate76%
Parent education - some college (includes AA degree)82%
Parent education - college graduate95%
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 Students53%
Females56%
Males49%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged45%
Non-economically disadvantaged55%
Students with disability0%
Students with no reported disability57%
English learner18%
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate40%
Parent education - some college (includes AA degree)63%
Parent education - college graduate51%
Parent education - graduate school/post graduate57%
Parent education - declined to staten/a

Math

All Students66%
Females67%
Males66%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged60%
Non-economically disadvantaged70%
Students with disability45%
Students with no reported disability68%
English learner27%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)66%
Parent education - college graduate76%
Parent education - graduate school/post graduate64%
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 Students80%
Females83%
Males79%
African Americann/a
Asiann/a
Filipino73%
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged75%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability85%
English learner50%
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduate67%
Parent education - some college (includes AA degree)76%
Parent education - college graduate86%
Parent education - graduate school/post graduate85%
Parent education - declined to staten/a

Math

All Students77%
Females79%
Males76%
African Americann/a
Asiann/a
Filipino91%
Hispanic or Latino72%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged71%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability79%
English learner75%
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate57%
Parent education - some college (includes AA degree)85%
Parent education - college graduate71%
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 Students75%
Females77%
Males72%
African Americann/a
Asiann/a
Filipino75%
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged74%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)70%
Parent education - college graduate74%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Math

All Students85%
Females83%
Males87%
African Americann/a
Asiann/a
Filipino100%
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged82%
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)80%
Parent education - college graduate88%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Science

All Students80%
Females79%
Males81%
African Americann/a
Asiann/a
Filipino75%
Hispanic or Latino72%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged76%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)78%
Parent education - college graduate79%
Parent education - graduate school/post graduate93%
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
White 38%
Hispanic 37%
Two or more races 10%
Black 4%
Asian 3%
American Indian/Alaska Native 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 34%N/AN/A
English language learners 11%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 3%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • Shelley Maxwell
Fax number
  • (951) 695-7186

Resources

Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
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39600 North General Kearney Road
Temecula, CA 92591
Phone: (951) 695-7180

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