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Teacher quality
Principal leadership
Parent involvement
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
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
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!!!
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
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
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
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
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
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
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
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
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
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
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
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.
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
i go there and it is one of the most poorly funded high schools in the area. the teachers are great but i cant say the same for its conservative administration.
—Submitted by a student
Temecula Valley has it s ups and downs as any school does, but the ups really do out number the downs. The school is well established and the majority of the teachers are very supportive and overall wonderful. The Clubs, Sports, and Activities are plentiful and range drastically . There was always a sense of school pride and the kids seemed to stick together eliminating the clickish atmosphere of most high schools. Temecula Valley gave me 4 great years and I wouldn t have traded going to another school for anything.
—Submitted by a former student
AS a current sophemore at TVHS, I'd like to share with you my personal experience. Hmm... what to say about TV... Sports and clubs are great! We at the top of the list when it comes to football, wrestling, swim, waterpolo, tennis, volleyball, soccer, and just about any other sport you could think of. Student involvement is great. The teachers vary, administration can be frustrating, but all in all it is a really good school. There are lots of ways for parents to get involved, at grades are usually an A or B average.
—Submitted by a student
I was not happy with this school the only draw back was there is to many students in this school. The students do not get the attention that they need, no one on one. I am the parent of a student
—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.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 25% in 2012.
396 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
49 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
444 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
643 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
53 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
171 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
224 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
96 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
99 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
153 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
316 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
271 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
605 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
195 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
50 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
605 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
548 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 10% in 2012.
37 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
186 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
228 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
68 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
56 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
640 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
43 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
210 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
100 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
688 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
23 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 35% |
| Females | 36% |
| Males | 34% |
| African American | 36% |
| Asian | n/a |
| Filipino | 48% |
| Hispanic or Latino | 23% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 41% |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 37% |
| Students with disability | 5% |
| Students with no reported disability | 36% |
| English learner | 5% |
| Fluent-English proficient and English only | 36% |
| Migrant education | n/a |
| Gifted and talented | 67% |
| Parent education - not a high school graduate | 23% |
| Parent education - high school graduate | 17% |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | 39% |
| Parent education - graduate school/post graduate | 47% |
| Parent education - declined to state | 36% |
| All Students | 63% |
| Females | 62% |
| Males | 65% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| White (not Hispanic) | 63% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 66% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | n/a |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 76% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 57% |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 77% |
| Males | 81% |
| African American | 68% |
| Asian | 92% |
| Filipino | 87% |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 80% |
| Students with disability | 14% |
| Students with no reported disability | 82% |
| English learner | 9% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 62% |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 72% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 76% |
| Males | 72% |
| African American | 67% |
| Asian | 89% |
| Filipino | 88% |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 76% |
| Students with disability | 33% |
| Students with no reported disability | 76% |
| English learner | 14% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 52% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | 77% |
| All Students | 0% |
| Females | 0% |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 0% |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | 0% |
| Students with disability | 0% |
| Students with no reported disability | n/a |
| English learner | 0% |
| Fluent-English proficient and English only | 0% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 61% |
| Females | 59% |
| Males | 64% |
| African American | n/a |
| Asian | n/a |
| Filipino | 69% |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 61% |
| Students with disability | n/a |
| Students with no reported disability | 61% |
| English learner | n/a |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | 76% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 66% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 50% |
| Parent education - declined to state | n/a |
| All Students | 46% |
| Females | 37% |
| Males | 53% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 47% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 48% |
| Students with disability | 14% |
| Students with no reported disability | 55% |
| English learner | 10% |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 37% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 42% |
| Parent education - college graduate | 54% |
| Parent education - graduate school/post graduate | 47% |
| Parent education - declined to state | n/a |
| All Students | 42% |
| Females | 22% |
| Males | 61% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| Pacific Islander | n/a |
| White (not Hispanic) | 42% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 43% |
| Students with disability | n/a |
| Students with no reported disability | 42% |
| English learner | n/a |
| Fluent-English proficient and English only | 42% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | 38% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 14% |
| Females | 14% |
| Males | 15% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 14% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 18% |
| Economically disadvantaged | 7% |
| Non-economically disadvantaged | 17% |
| Students with disability | 0% |
| Students with no reported disability | 17% |
| English learner | n/a |
| Fluent-English proficient and English only | 16% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 17% |
| Parent education - some college (includes AA degree) | 21% |
| Parent education - college graduate | 5% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 35% |
| Females | 38% |
| Males | 32% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 36% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 36% |
| Students with disability | n/a |
| Students with no reported disability | 35% |
| English learner | n/a |
| Fluent-English proficient and English only | 36% |
| Migrant education | n/a |
| Gifted and talented | 39% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 37% |
| Parent education - college graduate | 30% |
| Parent education - graduate school/post graduate | 34% |
| Parent education - declined to state | n/a |
| All Students | 64% |
| Females | 64% |
| Males | 64% |
| African American | 62% |
| Asian | n/a |
| Filipino | 73% |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 66% |
| Students with disability | 30% |
| Students with no reported disability | 71% |
| English learner | 36% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | 59% |
| All Students | 40% |
| Females | 32% |
| Males | 46% |
| African American | 33% |
| Asian | 73% |
| Filipino | 38% |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 38% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 39% |
| Students with disability | n/a |
| Students with no reported disability | 40% |
| English learner | n/a |
| Fluent-English proficient and English only | 40% |
| Migrant education | n/a |
| Gifted and talented | 69% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | 37% |
| Parent education - graduate school/post graduate | 44% |
| Parent education - declined to state | 18% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 70% |
| Males | 64% |
| African American | 54% |
| Asian | 84% |
| Filipino | 53% |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 70% |
| Students with disability | 30% |
| Students with no reported disability | 70% |
| English learner | 9% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 39% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | 62% |
| All Students | 27% |
| Females | 23% |
| Males | 30% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 18% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 31% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 26% |
| Students with disability | n/a |
| Students with no reported disability | 27% |
| English learner | n/a |
| Fluent-English proficient and English only | 27% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 17% |
| Parent education - some college (includes AA degree) | 27% |
| Parent education - college graduate | 30% |
| Parent education - graduate school/post graduate | 22% |
| Parent education - declined to state | 29% |
| All Students | 60% |
| Females | 58% |
| Males | 65% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 58% |
| Students with no reported disability | 61% |
| English learner | n/a |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | 75% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | 71% |
| Males | 74% |
| African American | 62% |
| Asian | 89% |
| Filipino | 63% |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 75% |
| Students with disability | 43% |
| Students with no reported disability | 75% |
| English learner | 13% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 69% |
| All Students | 58% |
| Females | 49% |
| Males | 66% |
| African American | 40% |
| Asian | 83% |
| Filipino | 52% |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 66% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 61% |
| Students with disability | 24% |
| Students with no reported disability | 63% |
| English learner | 5% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 74% |
| Parent education - declined to state | 50% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 19% |
| Females | 19% |
| Males | 19% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 24% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 14% |
| Students with disability | n/a |
| Students with no reported disability | 23% |
| English learner | n/a |
| Fluent-English proficient and English only | 21% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 10% |
| Females | 8% |
| Males | 10% |
| African American | n/a |
| Asian | n/a |
| Filipino | 0% |
| Hispanic or Latino | 16% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 9% |
| Economically disadvantaged | 4% |
| Non-economically disadvantaged | 10% |
| Students with disability | n/a |
| Students with no reported disability | 9% |
| English learner | n/a |
| Fluent-English proficient and English only | 9% |
| Migrant education | n/a |
| Gifted and talented | 15% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 16% |
| Parent education - college graduate | 6% |
| Parent education - graduate school/post graduate | 4% |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 69% |
| Males | 64% |
| African American | n/a |
| Asian | 75% |
| Filipino | n/a |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 72% |
| Students with disability | 33% |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 75% |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 74% |
| Parent education - declined to state | 36% |
| All Students | 31% |
| Females | 24% |
| Males | 38% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 23% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 39% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 31% |
| Students with disability | n/a |
| Students with no reported disability | 32% |
| English learner | n/a |
| Fluent-English proficient and English only | 33% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 27% |
| Parent education - college graduate | 35% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 70% |
| Females | 50% |
| Males | 79% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| White (not Hispanic) | 80% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | n/a |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 62% |
| Parent education - declined to state | n/a |
| All Students | 61% |
| Females | 65% |
| Males | 57% |
| African American | 35% |
| Asian | 66% |
| Filipino | 60% |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 64% |
| Students with disability | 18% |
| Students with no reported disability | 63% |
| English learner | 0% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 70% |
| Parent education - declined to state | 52% |
| All Students | 14% |
| Females | 11% |
| Males | 17% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 20% |
| Economically disadvantaged | 18% |
| Non-economically disadvantaged | 13% |
| Students with disability | n/a |
| Students with no reported disability | 14% |
| English learner | n/a |
| Fluent-English proficient and English only | 16% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 7% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 32% |
| Females | 22% |
| Males | 45% |
| African American | n/a |
| Asian | 43% |
| Filipino | 29% |
| Hispanic or Latino | 24% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 37% |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | 33% |
| Students with disability | n/a |
| Students with no reported disability | 33% |
| English learner | n/a |
| Fluent-English proficient and English only | 33% |
| Migrant education | n/a |
| Gifted and talented | 53% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 24% |
| Parent education - college graduate | 40% |
| Parent education - graduate school/post graduate | 35% |
| Parent education - declined to state | n/a |
| All Students | 64% |
| Females | 48% |
| Males | 80% |
| African American | n/a |
| Asian | n/a |
| Filipino | 73% |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 18% |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | n/a |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 53% |
| Parent education - declined to state | n/a |
| All Students | 63% |
| Females | 57% |
| Males | 69% |
| African American | 40% |
| Asian | 70% |
| Filipino | 57% |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 68% |
| Students with disability | 20% |
| Students with no reported disability | 68% |
| English learner | 8% |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 44% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | 47% |
| All Students | 19% |
| Females | 27% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 33% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 22% |
| Students with disability | n/a |
| Students with no reported disability | 36% |
| English learner | n/a |
| Fluent-English proficient and English only | 22% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 18% |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
635 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
649 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 91% |
| Females | 95% |
| Males | 88% |
| African American | 83% |
| Asian | 94% |
| Filipino | 94% |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Declined to state | 96% |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 94% |
| Economic Status Unknown | 91% |
| Students with disability | 63% |
| Tested with modifications | n/a |
| English learner | 57% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 91% |
| Females | 91% |
| Males | 90% |
| African American | 80% |
| Asian | 100% |
| Filipino | 100% |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Declined to state | 93% |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 93% |
| Economic Status Unknown | 97% |
| Students with disability | 55% |
| Tested with modifications | n/a |
| English learner | 59% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 54% | 27% | ||
| Hispanic | 28% | 51% | ||
| Asian | 9% | 11% | ||
| Black | 5% | 7% | ||
| Two or more races | 3% | 3% | ||
| American Indian/Alaska Native | 1% | 1% | ||
| Hawaiian Native/Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 15% | N/A | 54% |
| English language learners 2 | 5% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 75% | 85% | ||
| Filipino (Pilipino or Tagalog) | 10% | 1% | ||
| All other non-English languages | 3% | 1% | ||
| Khmer (Cambodian) | 3% | 0% | ||
| Farsi (Persian) | 2% | 0% | ||
| Korean | 2% | 1% | ||
| Vietnamese | 2% | 2% | ||
| Arabic | 1% | 1% | ||
| Hindi | 1% | 0% | ||
| Lao | 1% | 0% | ||
| Punjabi | 1% | 1% | ||
| Thai | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 29 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 16 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 96% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |


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