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GreatSchools Rating

Paloma Elementary School

Public | K-5 | 710 students

 
 
Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 2 ratings
2012:
Based on 3 ratings
2011:
Based on 2 ratings
2010:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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24 reviews of this school


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Posted March 17, 2013

I felt compelled to respond to the last reviewer. There are some things I don t think some parents understand. In our state there is zero money for the schools. Schools fundraise so that the students can have those wonderful extra programs and activities such as art programs and dances. At Paloma we have a group proactive parents who work hard to keep these programs and run the activities. It wouldn't be a small group of people doing so if more parents were involved and helped. I am new to the school and have always found everyone to be warm, friendly and welcoming. I love my Child s teacher and I think the principal really cares for the students. I think more parents need to be proactive in their children s education and if you don t like something then join the PTA and/or go to meetings. Make your voice heard. It easy to do nothing and complain. Overall, my child is very happy at Paloma and I think it is a positive learning environment with wonderful teachers.
—Submitted by a parent


Posted January 16, 2013

Laser beam focus on test scores. If your student is at grade level they will get very little attention because all they care about is bringing up the lower students. Sadly the best teachers left in the most recent round of layoffs. Principal came about 4 yrs ago and one by one took away all the enriching programs and activities to focus more on testing. A lot of fundraising which happens all the time and is run by a small group of women who can be clique-y. The new "Sixth Grade Academy" is concerning because those students might be very behind when they get to middle school. The information being taught there does not seem to be at the same level of what students get at the regular middle school. Also if you have an advanced student they will not get pre-algebra in 6th grade like they will at the middle school, which sets them off to be behind by a year for math and science in high school because they will be missing pre-reqs. Overall feeling of school is very closed off and unfriendly. Staff morale seems low.
—Submitted by a parent


Posted November 15, 2012

This is an updated review from a previous one I made in 2011. I wanted to make another review because since the incident that took place in 2011, my daughter has done very well and she loves her new teacher and Paloma. Unfortunately, because of that incident I don't spend much time at the school- I honestly don't like running into the principal or the teacher. However, this is something I have to deal with and does not reflect the performance of the school or the majority of it's staff. I'm happy that my daughter is happy and that's all I care about.
—Submitted by a parent


Posted October 28, 2012

Paloma Elementary not only earned the prestigious title of "California Distinguished School" last year, but they also piloted the brand new 6th grade Academy this year. They are a school that never rests on its laurels and I appreciate the willingness to always go above and beyond. I give them an enthusiastic thumbs-up and a score of 5 stars!
—Submitted by a parent


Posted August 25, 2012

Love this school just worried about the over crowding. More children will make it harder for the teacher to give any one on one. So you better be ready to work with your children after school. So they don't forget what they have learned for the day. Teachers are great and staff too! If you have the time Volunteer. Also funds are low so we as parents need to buy supplies for the school.
—Submitted by a parent


Posted October 8, 2011

I'm very dissapointed with the school. We moved here this summer and our daughter is having many problems. The concerning thing is that instead of helping my daughter to adjust, they are telling me about my parenting. Where are we, Stepford?
—Submitted by a parent


Posted June 20, 2011

We've been in Temecula for about a year and a half. We started mid-term, and everything started out great... but my child was very unhappy after just a few weeks. I became aware very quickly of cliques even amongst the youngest children. The new principal was great at working with the kids, but the last teacher was just terrible. They don't do much for gifted kids as far as I can tell... I had to fight hard just to get my kid work hard enough to keep things interesting. So much of it was too easy, and the teacher couldn't care less about the kids as long as the shut up and followed the crowd. Some of the parents were great- but most won't even look your way if you're new. For "The Best School in the District", they're more focused on PTA numbers and fundraisers than they are on making sure the kids are happy and challenged, not teased or bullied. We will probably home-school if the next teacher is anything like we just went through this past year.
—Submitted by a parent


Posted October 17, 2010

Paloma Elementary has the best teachers and principal who really care about the children and their education!!
—Submitted by a parent


Posted April 16, 2010

Homeschool is obviously always an option for any parent; however, after homeschooling my own child I quickly realized that in no way could I even attempt to bring the same breadth to learning that Paloma does on a daily basis. I could provide the essential elements but not the extras that they provide (from computer lab to art lessons to weekly flag salutes to field trips to resources in the classroom etc...) I would recommend that you integrate yourself to the school perhaps by volunteering to bring your own 'personal wow!' to the school. Every parent has something to offer! They used to have a saying: 'If it is to be, it is up to me!' I take that to heart!
—Submitted by a parent


Posted April 14, 2010

After 2 years of my daughter attending Paloma (starting at K), I am not particularly impressed. Nothing terrible, it's just OK - that's all. Actually, after my experience with Paloma and the entrenched bureaucracy, I'm starting to understand why people Home School their children.
—Submitted by a parent


Posted June 22, 2009

My student transferred midyear and every effort was made to make him welcomed.Tteachers are really happy here. My student is excited to go to school and did not want the year to end. Teachers put much effort into bringing hands-on learning. (Growing chicks, making volcanoes, making fossils) The principal just left this year and she was amazing! The atmosphere here is 'learning is fun!'. Front office is pretty friendly. The academics could be more challenging. Expectations are not very high. Since moving here... school is too easy for our student. Our previous school district had 'High Expectations;High Acheivement'. They ability group students for all Math learning which allows teachers to really make progress. Excellent! We are so happy. Teachers are free to try new things.Students behavior is very friendly/kind but a bit rough w/bad language and subjects they discuss.
—Submitted by a parent


Posted May 13, 2008

I feel this school is completely academically oriented, and am really surprised that anyone would think otherwise. My middle daughter is not as fast at math as the other two, and she is constantly being pushed and pulled and helped by her teacher to get her better at math. Yes, we do touch math. I was taught touch math, and while my other two never needed it, my middle daughter did, and the teachers have been great at keeping her up in math. The other two were both very good at math, and given harder work to do to keep them chalenged. This is a great school!
—Submitted by Sara Janecek, a parent


Posted March 29, 2008

The atmosphere and educational environment is top notch. I'm a little shocked about the touch point math comment. Everyone learns differently and while touch math might not be best for all it is just a strategy. I still use touch math as an adult. I wonder if they teach touch math at private schools as well?


Posted January 6, 2008

I have read the other reviews and I am shocked that nobody else has expressed concern. Granted they are patriotic, however, they fall short when it comes to academics. They teach 'touch point math' which they will tell you is a teaching method and not a curriculum. We have spent many hours undoing this 'teaching method'. More than half of the students in my childs class were going to Kumon learning center for math tutoring. Don't even try to talk to the staff (especially the principal) about this, they are very defensive about it. I guess I would be to if I were continuing to use something that did not work, yet insist that it did. Very dissapointed with the arrogant attitude from the some of the staff. I cannot recomend this school. Our child will be attending a private school next year.
—Submitted by a parent


Posted December 19, 2007

Teachers really care about the students School still says pledge with 'one nation under God' and with no apologies. Alot of Christian staff.
—Submitted by a parent


Posted November 12, 2007

The Paloma community of parents and teachers work togther to the benefit of the students. I have never worked for a school that was as supportive of all students - the teaching and admin staff are amazing!
—Submitted by a teacher


Posted October 14, 2007

Given the choice of where to teach, I have chosen Paloma for 11 years. All 3 of my children have also attended this incredible school. If I could only use one word to describe this place of learning it would be 'family.' We treat each other as family members and love and nourish all of the children that attend our school. I am just as proud of the academics for every teacher strives to give his or her personal best. This is a 'gem of a school' in a gem called Temecula!
—Submitted by a teacher


Posted September 18, 2006

Excellent school....I cannot tell you how happy I am that my children go to Paloma Elemntary...I have never seen such parental involvement and dedication. I cannot praise this school enough.
—Submitted by Jay Stahl, a parent


Posted April 15, 2006

I have never seen such parent involvement like I have at Paloma Elementary .. it was wonderful. I also felt my children were very safe there, which is a great feeling when they're away from me.
—Submitted by a parent


Posted March 31, 2006

We love this school! The number of students is recently reduced because of two new schools opening in the area this year. Parents are very involved.
—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 2012.

This school's
API score

918

Change from
2011 to 2012

+5

API Statewide Rank
(2011)

9 / 10

API Similar Schools Rank (2011)

8 / 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 2012

This school's
API score

918

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
2011 to 2012

+5

Change from 2011 to 2012
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
(2011)

9 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

8 / 10

API Similar Schools Rank (2011)
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 58% in 2012.

113 students were tested at this school in 2012.

2012

 
 
83%

2011

 
 
84%

2010

 
 
70%

2009

 
 
73%
Math

The state average for Math was 64% in 2012.

113 students were tested at this school in 2012.

2012

 
 
85%

2011

 
 
86%

2010

 
 
78%

2009

 
 
71%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 48% in 2012.

109 students were tested at this school in 2012.

2012

 
 
64%

2011

 
 
66%

2010

 
 
69%

2009

 
 
70%
Math

The state average for Math was 69% in 2012.

109 students were tested at this school in 2012.

2012

 
 
83%

2011

 
 
77%

2010

 
 
83%

2009

 
 
88%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 67% in 2012.

110 students were tested at this school in 2012.

2012

 
 
88%

2011

 
 
89%

2010

 
 
88%

2009

 
 
94%
Math

The state average for Math was 71% in 2012.

111 students were tested at this school in 2012.

2012

 
 
75%

2011

 
 
80%

2010

 
 
84%

2009

 
 
88%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 63% in 2012.

111 students were tested at this school in 2012.

2012

 
 
96%

2011

 
 
92%

2010

 
 
83%

2009

 
 
89%
Math

The state average for Math was 65% in 2012.

112 students were tested at this school in 2012.

2012

 
 
97%

2011

 
 
91%

2010

 
 
83%

2009

 
 
90%
Science

The state average for Science was 60% in 2012.

111 students were tested at this school in 2012.

2012

 
 
94%

2011

 
 
90%

2010

 
 
86%

2009

 
 
85%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students83%
Females84%
Males82%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged86%
Non-economically disadvantaged83%
Students with disability45%
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate75%
Parent education - some college (includes AA degree)74%
Parent education - college graduate93%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students85%
Females80%
Males89%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged77%
Non-economically disadvantaged87%
Students with disability45%
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate58%
Parent education - some college (includes AA degree)83%
Parent education - college graduate93%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students64%
Females70%
Males59%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged54%
Non-economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability65%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate33%
Parent education - some college (includes AA degree)61%
Parent education - college graduate73%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students83%
Females79%
Males86%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino86%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged73%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate60%
Parent education - some college (includes AA degree)81%
Parent education - college graduate90%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students88%
Females87%
Males89%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged75%
Non-economically disadvantaged91%
Students with disability54%
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only90%
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)97%
Parent education - college graduate93%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

Math

All Students75%
Females75%
Males76%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino76%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged68%
Non-economically disadvantaged77%
Students with disability29%
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate65%
Parent education - some college (includes AA degree)77%
Parent education - college graduate88%
Parent education - graduate school/post graduate62%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students96%
Females98%
Males93%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino90%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)100%
Economically disadvantaged79%
Non-economically disadvantaged99%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only97%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate83%
Parent education - some college (includes AA degree)97%
Parent education - college graduate96%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students97%
Females98%
Males95%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino86%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)100%
Economically disadvantaged90%
Non-economically disadvantaged98%
Students with disability100%
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only97%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate82%
Parent education - some college (includes AA degree)97%
Parent education - college graduate98%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Science

All Students94%
Females96%
Males91%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino86%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)97%
Economically disadvantaged79%
Non-economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate75%
Parent education - some college (includes AA degree)97%
Parent education - college graduate94%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

Ethnicity This school State average
White 60% 27%
Hispanic 27% 51%
Asian 6% 11%
Black 3% 7%
Two or more races 3% 3%
American Indian/Alaska Native 1% 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 115%N/A54%
English language learners 29%N/A24%
Source: 1 NCES, 2010-2011
Source: 2 CA Dept. of Education, 2008-2009

Home languages of english learners

Language This school State average
Spanish 82% 85%
Filipino (Pilipino or Tagalog) 7% 1%
All other non-English languages 2% 1%
Armenian 2% 1%
Farsi (Persian) 2% 0%
Italian 2% 0%
Lao 2% 0%
Russian 2% 0%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 20N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 11N/A11
Average years teaching 14N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009

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42940 Via Rami
Temecula, CA 92592
Phone: (951) 302-5165

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