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GreatSchools Rating

Temecula Valley High School

Public | 9-12

 
 

Last modified
Community Rating

4 stars

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

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Parent involvement

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28 reviews of this school


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Posted August 8, 2014

The administrative staff is always difficult and condescending. Some teachers are hard to contact. My kids like the drama department.
—Submitted by a parent


Posted February 13, 2014

This school offers a very rigorous curriculum for those that need it and help for those who struggle. The English department is not as strong as it could be for those with a strong background coming in. It is a safe school with less bullying than the other 2 High Schools in the area and offers many opportunities to join clubs and activities that help make a huge school seem smaller. My son attended all 4 years and felt safe, challenged and confident and is currently attending a top engineering university with great scholarships. I would recommend it over the other 2 Public High Schools in the area.
—Submitted by a parent


Posted January 28, 2014

Hello, We are moving to the area and my son who is a Freshman will be attending TVHS. I am worried with the mixed reviews that I have read on here. For the parent who just posted a review could you please tell me more about the school?
—Submitted by a parent


Posted January 15, 2014

Cardinal Red with Green Redwood Trees- Standford here we come! We love TVHS for all the wonderful memories and opportunities. Most importantly are the friendships and caring student body. At TVHS we root for the underdog and defend the weak. We make the journey together. I've never seen a better group of kids then the ones my kids bring around the house.
—Submitted by a parent


Posted March 9, 2013

Only one of my children went here before we left California (good riddance). It's an okay school IF your student is already motivated and doing fine academically and socially, as mine was. He would have been fine here, at the worst school in the country, or at the best, so it was a non-issue. However, support for students who struggled socially or academically seemed very poor. The school needs to get its priorities in order, with CA's budget problems having no end in sight. Students frequently lacked places to sit and there were never enough books; the rooms were old and disgusting (half of them in "portables")... yet somehow there was enough money to build a new gym and pool? The only other positive thing I found about this school were a few teachers who truly gave a damn (amidst a sea of those waiting for retirement), and that this school has a surprisingly diverse population and not as much of a "wolfpack" mentality among the students -- no real "in" crowd and no real "out" crowd that my son could determine, and school was not a giant popularity contest as it is in some other high schools.
—Submitted by a parent


Posted December 11, 2012

Well, we have a new principal now, so that's better. Yeah I like our school.. we have a lot of sports, clubs, electives, etc to choose from. Most of the teachers are good, except for some specific ones. It's so crowded this year, which is annoying, but nothing can be done about that. Also I think we need new books, because they are totally falling apart! And the math and english buildings are getting so old now, it's kind of gross. On the other hand, we do have some fun activities like dances and pep rallies. There a lot of classes to choose from, and most people are nice. All in all it's a good school, with some minor problems.
—Submitted by a student


Posted November 3, 2010

i graduated from TVHS in 2002. After watching "Waiting for Superman," I realize how lucky I am to have had teachers who cared. Reflecting back on it, I feel all of my teachers at TVHS had enthusiam for their subjects, and prepared their lesson plans. Now, I am a teacher myself (ESL) and know how much time goes into preparing just a 45 minute lesson. Most all of TVHS teachers put everything into their lessons. "Brown and Gold" is not the most beautiful color combination, but this school rocks!!!


Posted May 17, 2010

Temecula Valley High School has some great teachers and students but a few drawbacks include a general lack of school pride, a principal who only cares about building her resum and a general need for renovation. The lack of school pride has led to defamation of school property and makes the school seem more like a prison then a high school with little unity shared among the general student population. The principal doesn't care about anything that is being taught unless it is going to be on the STAR test and could boost her career. Lastly, some of the buildings are old and have AC problems or leaking roofs, and could use so more TLC from the janitorial staff. These problems are made bearable because of some very kind and talented teachers and a wrestling team that consistently gives hope that our school can do something right.
—Submitted by a student


Posted February 8, 2010

Temecula Valley High School is the best high school around. Even as a new freshman I can recognize the greatness of the school! The teachers are amazing and help out whenever they're asked. If you are choosing between Craparral and TV, Temecula is the way to go. At first, I begged my mom to transfer me to Chap, but after the time I've had at TV, I would never trade it. All of my friends that go to Chaparral agreed that it feels like a strict prison and it's no fun. Temecula Valley is undeniably the best around! Go Bears!!
—Submitted by a student


Posted January 24, 2009

Brought my 2 kids to this school, after meeting and interviewing with the Counselors, Athletic Director, and various others, they appeared genuine, friendly, and accepting. Turns out after moving the family in, finding a residence, spending a fortune to get settled in, the Counselors, coaches, students were cold, uninviting, and after 2 months, pulled them out! We all had enough! Principal gives big speeches about the school being a 'family', although, dealing with the counselors, VP, and coaching staff, dealt with nothing other than a hard, unwelcome hand from them. My kids were so miserable, nobody cared, after repeated attempts to talk with the staff. My kids are FREE, and practically did back flips walking out of this school.
—Submitted by a parent


Posted January 15, 2009

Temecula Valley High School isn't a school to it's students, it's a home. At temecula there is a sense of pride that overwhelms the students just by walking through the gates. It is the oldest school in the district and the least funded, but that does not stop the Golden Bears. From our new principal who is running the school at the best its been in years to our ASB who continues to deliver new events and dances throught the year, you'll find that TVHS is a magical place where student's, teachers, and staff can all come to live that timeless crede instilled upon us by TV legends, GO BEARS ! (by the way Great Oak and Chaparral combined can't compete with TV)
—Submitted by a student


Posted August 15, 2008

I'm about to begin my Senior year at TVHS and am pleased to report that these past 3 years have been outstanding. I agree that TVHS may lack the most up-to-date technology however the school is proud to boast that a new gym and swimming pool. A supportive staff and teachers have made my experience fantastic. TVHS is the most beautiful high schools in the district with grass and full grown trees rather that a 'jail feeling' when you walk through the gates. A move away from the previous adminstration has allowed a positive change in acedemics and activities. Thank you and GO BEARS!
—Submitted by a student


Posted July 1, 2008

My daughter graduated from TVHS in '05 and I was extremely pleased with her experience. But now, my poor son is there and things have changed for the worse. All academics, ASB programs as well as sports have declined. The new principal has made things even worse this year then they were his freshman year. I am sad that he was not able to experience this school when the great teachers and grand traditions were still in place.
—Submitted by a parent


Posted June 3, 2008

I went to this school for most of my freshman year, and while the school may not look grand go within the walls and you may have a different opinion. While it may have a large student body, most of the teachers give needed attention. One may feel lost in the school though with the amount of students. Most of the teachers were wonderful and I do miss many of them. The sports teams and other extracurriculars are great.
—Submitted by a student


Posted May 14, 2008

I am a freshman (class of 2011) and this school is beyond one of the most amazings school ever. i do have to say from the outside it looks like a school that has a bad reputation, but walk through those gates and you get a complete different perspective. if i had to choose between Great Oak, Chapparel or Temecula Valley i have to say temecula because they have had so many encouragements on how students can help raise the schools API score and to keep it credited. and they have so many events and things going on, a students rarely have time to get in gangs or fights or any of the sort. but every school has those occasional fights and im not here to say my school is perfect cuz its not but i am saying that i would highly recommend this to any incoming freshman. Go Bears!!
—Submitted by a student


Posted April 14, 2008

New principal has a lack of experience and is micromanaging the school...needs to respect all students, not just the successful ones.
—Submitted by a parent


Posted April 8, 2008

Very disappointed in the staff. Counselors and principals are unavailable most of the time. We pulled my son to home school through River Springs. Best decision ever.
—Submitted by a parent


Posted February 27, 2008

Temecula Valley High School is an amazing school and I am very thankful to be one of the lucky students who get to attend it. It is a school of honor, integrity, and pride. It is a school that helps students focus on their goals and help them to reach it (even their school spirit is spectacular). As a freshman(Class of 2011) I have been a part of many sports, clubs, and events. I am very happy to say that I am a Golden Bear!!! and that if i had the choice to go to any high school in the world I would choose TVHS without any hesitations. Everything about this school is wonderful.
—Submitted by a student


Posted September 17, 2007

As a TV grad I can say that the school on a whole does everything it can to make the students succeed. That is not to say that there are not things that need to be changed, but the staff rocks and if you can have a class with Mr. Waugh! And really the schools is a family it is made up of the teachers, staff, students and the students' families.


Posted August 4, 2007

I love TV but I wish it got the financial support that it needed. The new gym is a small start.
—Submitted by 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.

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

822

Change from
2012 to 2013

+8

API Statewide Rank
(2012)

8 / 10

API Similar Schools Rank (2012)

9 / 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 did not meet all student subgroup API targets for 2013

This school's
API score

822

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

+8

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)

8 / 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)

9 / 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.
Algebra I

The state average for Algebra I was 25% in 2013.

402 students were tested at this school in 2013.

2013

 
 
23%

2012

 
 
35%

2011

 
 
27%

2010

 
 
30%
Algebra II

The state average for Algebra II was 65% in 2013.

67 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
63%

2011

 
 
61%

2010

 
 
65%
Biology/Life Sciences

The state average for Biology/Life Sciences was 58% in 2013.

583 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
79%

2011

 
 
73%

2010

 
 
66%
Earth Science

The state average for Earth Science was 38% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 62% in 2013.

663 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
74%

2011

 
 
77%

2010

 
 
76%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 16% in 2013.

42 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
0%

2011

 
 
13%

2010

 
 
0%
Geometry

The state average for Geometry was 45% in 2013.

191 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
61%

2011

 
 
60%

2010

 
 
56%
Integrated/Coordinated Science I

The state average for Integrated/Coordinated Science I was 26% in 2013.

105 students were tested at this school in 2013.

2013

 
 
21%

2012

 
 
46%

2011

 
 
51%

2010

 
 
43%
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

The state average for World History was 51% in 2013.

110 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
42%

2011

 
 
44%

2010

 
 
39%
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

Algebra I

The state average for Algebra I was 13% in 2013.

96 students were tested at this school in 2013.

2013

 
 
13%

2012

 
 
14%

2011

 
 
10%

2010

 
 
13%
Algebra II

The state average for Algebra II was 39% in 2013.

156 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
35%

2011

 
 
34%

2010

 
 
23%
Biology/Life Sciences

The state average for Biology/Life Sciences was 41% in 2013.

320 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
64%

2011

 
 
56%

2010

 
 
39%
Chemistry

The state average for Chemistry was 46% in 2013.

283 students were tested at this school in 2013.

2013

 
 
31%

2012

 
 
40%

2011

 
 
42%

2010

 
 
49%
Earth Science

The state average for Earth Science was 35% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
38%
English Language Arts

The state average for English Language Arts was 52% in 2013.

597 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
67%

2011

 
 
64%

2010

 
 
58%
Geometry

The state average for Geometry was 15% in 2013.

188 students were tested at this school in 2013.

2013

 
 
37%

2012

 
 
27%

2011

 
 
24%

2010

 
 
22%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 76% in 2013.

46 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
60%

2011

 
 
79%

2010

 
 
69%
Science

The state average for Science was 54% in 2013.

587 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
73%

2011

 
 
67%

2010

 
 
64%
World History

The state average for World History was 46% in 2013.

567 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
58%

2011

 
 
56%

2010

 
 
54%
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

Algebra I

The state average for Algebra I was 10% in 2013.

48 students were tested at this school in 2013.

2013

 
 
31%

2012

 
 
19%

2011

 
 
8%

2010

 
 
17%
Algebra II

The state average for Algebra II was 15% in 2013.

174 students were tested at this school in 2013.

2013

 
 
9%

2012

 
 
10%

2011

 
 
12%

2010

 
 
7%
Biology/Life Sciences

The state average for Biology/Life Sciences was 51% in 2013.

150 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
68%

2011

 
 
69%

2010

 
 
66%
Chemistry

The state average for Chemistry was 32% in 2013.

147 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
31%

2011

 
 
32%

2010

 
 
36%
Earth Science

The state average for Earth Science was 37% in 2013.

99 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
70%

2011

 
 
63%

2010

 
 
62%
English Language Arts

The state average for English Language Arts was 48% in 2013.

590 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
61%

2011

 
 
62%

2010

 
 
54%
Geometry

The state average for Geometry was 8% in 2013.

35 students were tested at this school in 2013.

2013

 
 
17%

2012

 
 
14%

2011

 
 
7%

2010

 
 
15%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2013.

201 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
32%

2011

 
 
55%

2010

 
 
37%
Physics

The state average for Physics was 58% in 2013.

63 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
64%

2011

 
 
69%

2010

 
 
68%
U.S. History

The state average for U.S. History was 50% in 2013.

622 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
63%

2011

 
 
62%

2010

 
 
59%
World History

The state average for World History was 19% in 2013.

2013

 
 
n/a

2012

 
 
19%

2011

 
 
34%

2010

 
 
n/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.

Source: California Department of Education

Algebra I

All Students23%
Females26%
Males20%
African American30%
Asiann/a
Filipino30%
Hispanic or Latino22%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)20%
Economically disadvantaged21%
Not economically disadvantaged24%
Students with disability4%
Students with no reported disability25%
English learner7%
Fluent-English proficient and English only24%
Migrant educationn/a
Gifted and talented61%
Parent education - not a high school graduate26%
Parent education - high school graduate18%
Parent education - some college (includes AA degree)25%
Parent education - college graduate21%
Parent education - graduate school/post graduate30%
Parent education - declined to state9%

Algebra II

All Students52%
Females44%
Males61%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)53%
Economically disadvantagedn/a
Not economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability52%
English learnern/a
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talented57%
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 graduate41%
Parent education - graduate school/post graduate50%
Parent education - declined to staten/a

Biology/Life Sciences

All Students70%
Females70%
Males70%
African American70%
Asian87%
Filipino74%
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged54%
Not economically disadvantaged74%
Students with disability31%
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduate69%
Parent education - high school graduate60%
Parent education - some college (includes AA degree)64%
Parent education - college graduate76%
Parent education - graduate school/post graduate81%
Parent education - declined to state69%

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students83%
Females86%
Males80%
African American86%
Asian84%
Filipino95%
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged75%
Not economically disadvantaged86%
Students with disability25%
Students with no reported disability86%
English learner13%
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate67%
Parent education - high school graduate75%
Parent education - some college (includes AA degree)81%
Parent education - college graduate89%
Parent education - graduate school/post graduate90%
Parent education - declined to state71%

General Mathematics (Grades 6 & 7 Standards)

All Students0%
Femalesn/a
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)0%
Economically disadvantaged0%
Not economically disadvantaged0%
Students with disability0%
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English only0%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)0%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students52%
Females53%
Males51%
African Americann/a
Asiann/a
Filipino64%
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)54%
Economically disadvantaged53%
Not economically disadvantaged52%
Students with disabilityn/a
Students with no reported disability52%
English learnern/a
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talented78%
Parent education - not a high school graduaten/a
Parent education - high school graduate55%
Parent education - some college (includes AA degree)54%
Parent education - college graduate48%
Parent education - graduate school/post graduate55%
Parent education - declined to staten/a

Integrated/Coordinated Science I

All Students21%
Females17%
Males23%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino21%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)16%
Economically disadvantaged14%
Not economically disadvantaged26%
Students with disability5%
Students with no reported disability38%
English learner7%
Fluent-English proficient and English only23%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate8%
Parent education - high school graduate10%
Parent education - some college (includes AA degree)29%
Parent education - college graduate32%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Physics

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

World History

All Students39%
Females29%
Males47%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)46%
Economically disadvantaged32%
Not economically disadvantaged42%
Students with disabilityn/a
Students with no reported disability39%
English learnern/a
Fluent-English proficient and English only39%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate19%
Parent education - some college (includes AA degree)38%
Parent education - college graduate38%
Parent education - graduate school/post graduaten/a
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

Algebra I

All Students13%
Females13%
Males12%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino14%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)10%
Economically disadvantaged20%
Not economically disadvantaged11%
Students with disability0%
Students with no reported disability14%
English learner0%
Fluent-English proficient and English only14%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate8%
Parent education - some college (includes AA degree)11%
Parent education - college graduate9%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students29%
Females29%
Males28%
African Americann/a
Asiann/a
Filipino29%
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)27%
Economically disadvantaged23%
Not economically disadvantaged30%
Students with disabilityn/a
Students with no reported disability29%
English learnern/a
Fluent-English proficient and English only29%
Migrant educationn/a
Gifted and talented45%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)31%
Parent education - college graduate26%
Parent education - graduate school/post graduate26%
Parent education - declined to staten/a

Biology/Life Sciences

All Students59%
Females59%
Males59%
African American43%
Asiann/a
Filipino68%
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged38%
Not economically disadvantaged65%
Students with disability20%
Students with no reported disability66%
English learner7%
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate25%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)54%
Parent education - college graduate69%
Parent education - graduate school/post graduate82%
Parent education - declined to state62%

Chemistry

All Students31%
Females24%
Males40%
African American18%
Asiann/a
Filipino26%
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)34%
Economically disadvantaged36%
Not economically disadvantaged30%
Students with disabilityn/a
Students with no reported disability31%
English learnern/a
Fluent-English proficient and English only31%
Migrant educationn/a
Gifted and talented47%
Parent education - not a high school graduaten/a
Parent education - high school graduate25%
Parent education - some college (includes AA degree)25%
Parent education - college graduate40%
Parent education - graduate school/post graduate26%
Parent education - declined to staten/a

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students70%
Females72%
Males67%
African American56%
Asian69%
Filipino79%
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged55%
Not economically disadvantaged73%
Students with disability50%
Students with no reported disability71%
English learner0%
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduate33%
Parent education - high school graduate60%
Parent education - some college (includes AA degree)70%
Parent education - college graduate76%
Parent education - graduate school/post graduate78%
Parent education - declined to state57%

Geometry

All Students37%
Females32%
Males42%
African American0%
Asiann/a
Filipino37%
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)42%
Economically disadvantaged47%
Not economically disadvantaged34%
Students with disabilityn/a
Students with no reported disability37%
English learnern/a
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talented69%
Parent education - not a high school graduaten/a
Parent education - high school graduate25%
Parent education - some college (includes AA degree)41%
Parent education - college graduate30%
Parent education - graduate school/post graduate50%
Parent education - declined to staten/a

High School (Summative) Mathematics (Grade 9-11)

All Students63%
Females67%
Males59%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantagedn/a
Not economically disadvantaged61%
Students with disabilityn/a
Students with no reported disability63%
English learnern/a
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate83%
Parent education - graduate school/post graduate43%
Parent education - declined to staten/a

Science

All Students72%
Females69%
Males75%
African American44%
Asian73%
Filipino71%
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged63%
Not economically disadvantaged74%
Students with disability54%
Students with no reported disability73%
English learner14%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduate50%
Parent education - high school graduate61%
Parent education - some college (includes AA degree)69%
Parent education - college graduate78%
Parent education - graduate school/post graduate80%
Parent education - declined to state67%

World History

All Students60%
Females48%
Males71%
African American36%
Asian73%
Filipino45%
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged43%
Not economically disadvantaged63%
Students with disability21%
Students with no reported disability65%
English learner4%
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduate27%
Parent education - high school graduate51%
Parent education - some college (includes AA degree)59%
Parent education - college graduate66%
Parent education - graduate school/post graduate68%
Parent education - declined to state45%
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

Algebra I

All Students31%
Females32%
Males31%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)33%
Economically disadvantaged21%
Not economically disadvantaged35%
Students with disabilityn/a
Students with no reported disability39%
English learnern/a
Fluent-English proficient and English only31%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)27%
Parent education - college graduate27%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students9%
Females4%
Males13%
African American15%
Asiann/a
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)9%
Economically disadvantaged6%
Not economically disadvantaged9%
Students with disabilityn/a
Students with no reported disability9%
English learnern/a
Fluent-English proficient and English only9%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate7%
Parent education - some college (includes AA degree)6%
Parent education - college graduate11%
Parent education - graduate school/post graduate13%
Parent education - declined to state9%

Biology/Life Sciences

All Students65%
Females63%
Males68%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged57%
Not economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduaten/a
Parent education - high school graduate63%
Parent education - some college (includes AA degree)66%
Parent education - college graduate68%
Parent education - graduate school/post graduate72%
Parent education - declined to staten/a

Chemistry

All Students44%
Females42%
Males46%
African American15%
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)51%
Economically disadvantaged21%
Not economically disadvantaged49%
Students with disabilityn/a
Students with no reported disability46%
English learnern/a
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talented85%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)29%
Parent education - college graduate48%
Parent education - graduate school/post graduate75%
Parent education - declined to state25%

Earth Science

All Students73%
Females69%
Males80%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged57%
Not economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability77%
English learnern/a
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talented85%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)76%
Parent education - college graduate74%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a

English Language Arts

All Students69%
Females71%
Males67%
African American69%
Asian75%
Filipino61%
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged58%
Not economically disadvantaged71%
Students with disability21%
Students with no reported disability72%
English learner18%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate57%
Parent education - high school graduate57%
Parent education - some college (includes AA degree)65%
Parent education - college graduate73%
Parent education - graduate school/post graduate80%
Parent education - declined to state69%

Geometry

All Students17%
Females21%
Males14%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)18%
Economically disadvantagedn/a
Not economically disadvantaged11%
Students with disabilityn/a
Students with no reported disability17%
English learnern/a
Fluent-English proficient and English only18%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)18%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

High School (Summative) Mathematics (Grade 9-11)

All Students46%
Females42%
Males51%
African Americann/a
Asian50%
Filipino25%
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)48%
Economically disadvantaged33%
Not economically disadvantaged48%
Students with disabilityn/a
Students with no reported disability45%
English learnern/a
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talented61%
Parent education - not a high school graduaten/a
Parent education - high school graduate60%
Parent education - some college (includes AA degree)41%
Parent education - college graduate40%
Parent education - graduate school/post graduate57%
Parent education - declined to staten/a

Physics

All Students67%
Females56%
Males71%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantagedn/a
Not economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability65%
English learnern/a
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)62%
Parent education - college graduate59%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students68%
Females61%
Males75%
African American54%
Asian67%
Filipino68%
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged60%
Not economically disadvantaged70%
Students with disability27%
Students with no reported disability73%
English learner24%
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduate39%
Parent education - high school graduate69%
Parent education - some college (includes AA degree)59%
Parent education - college graduate73%
Parent education - graduate school/post graduate86%
Parent education - declined to state60%

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
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

The state average for English Language Arts was 83% in 2013.

645 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
91%

2011

 
 
90%

2010

 
 
90%
Math

The state average for Math was 84% in 2013.

639 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
91%

2011

 
 
90%

2010

 
 
92%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students89%
Females91%
Males88%
Gender Unknownn/a
African American80%
Asian81%
Filipino93%
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)95%
Declined to state90%
Economically disadvantaged81%
Not economically disadvantaged92%
Economic Status Unknown81%
Students with disability47%
Tested with modificationsn/a
English learner28%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students89%
Females88%
Males90%
Gender Unknownn/a
African American75%
Asian88%
Filipino95%
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)94%
Declined to state90%
Economically disadvantaged82%
Not economically disadvantaged91%
Economic Status Unknown94%
Students with disability44%
Tested with modificationsn/a
English learner32%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

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 51%
Hispanic 29%
Black 5%
Two or more races 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 19%N/AN/A
English language learners 4%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 2%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

This school has not yet provided program information.


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31555 Rancho Vista Road
Temecula, CA 92592
Website: Click here
Phone: (951) 695-7300

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