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GreatSchools Rating

Temecula Valley High School

Public | 9-12 | 2807 students

 
 
Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 1 rating
2012:
Based on 1 rating
2011:
No new ratings
2010:
Based on 2 ratings

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24 reviews of this school


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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


Posted June 9, 2007

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


Posted February 24, 2007

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


Posted November 6, 2006

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


Posted May 25, 2006

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.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2012.

This school's
API score

814

Change from
2011 to 2012

+6

API Statewide Rank
(2011)

8 / 10

API Similar Schools Rank (2011)

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 2012

This school's
API score

814

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2011 to 2012

+6

Change from 2011 to 2012
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2011)

8 / 10

API Statewide Rank (2011)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

9 / 10

API Similar Schools Rank (2011)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
Algebra I

The state average for Algebra I was 25% in 2012.

396 students were tested at this school in 2012.

2012

 
 
35%

2011

 
 
27%

2010

 
 
30%

2009

 
 
31%
Algebra II

The state average for Algebra II was 69% in 2012.

49 students were tested at this school in 2012.

2012

 
 
63%

2011

 
 
61%

2010

 
 
65%

2009

 
 
70%
Biology/Life Sciences

The state average for Biology/Life Sciences was 60% in 2012.

444 students were tested at this school in 2012.

2012

 
 
79%

2011

 
 
73%

2010

 
 
66%

2009

 
 
67%
Earth Science

The state average for Earth Science was 39% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 57% in 2012.

643 students were tested at this school in 2012.

2012

 
 
74%

2011

 
 
77%

2010

 
 
76%

2009

 
 
70%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.

53 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
13%

2010

 
 
0%

2009

 
 
5%
Geometry

The state average for Geometry was 48% in 2012.

171 students were tested at this school in 2012.

2012

 
 
61%

2011

 
 
60%

2010

 
 
56%

2009

 
 
63%
Integrated/Coordinated Science 1

The state average for Integrated/Coordinated Science 1 was 22% in 2012.

224 students were tested at this school in 2012.

2012

 
 
46%

2011

 
 
51%

2010

 
 
43%

2009

 
 
25%
World History

The state average for World History was 50% in 2012.

96 students were tested at this school in 2012.

2012

 
 
42%

2011

 
 
44%

2010

 
 
39%

2009

 
 
44%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

The state average for Algebra I was 13% in 2012.

99 students were tested at this school in 2012.

2012

 
 
14%

2011

 
 
10%

2010

 
 
13%

2009

 
 
9%
Algebra II

The state average for Algebra II was 42% in 2012.

153 students were tested at this school in 2012.

2012

 
 
35%

2011

 
 
34%

2010

 
 
23%

2009

 
 
33%
Biology/Life Sciences

The state average for Biology/Life Sciences was 43% in 2012.

316 students were tested at this school in 2012.

2012

 
 
64%

2011

 
 
56%

2010

 
 
39%

2009

 
 
45%
Chemistry

The state average for Chemistry was 51% in 2012.

271 students were tested at this school in 2012.

2012

 
 
40%

2011

 
 
42%

2010

 
 
49%

2009

 
 
36%
Earth Science

The state average for Earth Science was 35% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
38%

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 50% in 2012.

605 students were tested at this school in 2012.

2012

 
 
67%

2011

 
 
64%

2010

 
 
58%

2009

 
 
54%
Geometry

The state average for Geometry was 17% in 2012.

195 students were tested at this school in 2012.

2012

 
 
27%

2011

 
 
24%

2010

 
 
22%

2009

 
 
21%
High School (Summative) Mathematics (Grade 9-11)

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

 
 
60%

2011

 
 
79%

2010

 
 
69%

2009

 
 
69%
Science

The state average for Science was 53% in 2012.

605 students were tested at this school in 2012.

2012

 
 
73%

2011

 
 
67%

2010

 
 
64%

2009

 
 
59%
World History

The state average for World History was 46% in 2012.

548 students were tested at this school in 2012.

2012

 
 
58%

2011

 
 
56%

2010

 
 
54%

2009

 
 
50%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

The state average for Algebra I was 10% in 2012.

37 students were tested at this school in 2012.

2012

 
 
19%

2011

 
 
8%

2010

 
 
17%

2009

 
 
6%
Algebra II

The state average for Algebra II was 15% in 2012.

186 students were tested at this school in 2012.

2012

 
 
10%

2011

 
 
12%

2010

 
 
7%

2009

 
 
9%
Biology/Life Sciences

The state average for Biology/Life Sciences was 53% in 2012.

228 students were tested at this school in 2012.

2012

 
 
68%

2011

 
 
69%

2010

 
 
66%

2009

 
 
59%
Chemistry

The state average for Chemistry was 34% in 2012.

68 students were tested at this school in 2012.

2012

 
 
31%

2011

 
 
32%

2010

 
 
36%

2009

 
 
36%
Earth Science

The state average for Earth Science was 38% in 2012.

56 students were tested at this school in 2012.

2012

 
 
70%

2011

 
 
63%

2010

 
 
62%

2009

 
 
59%
English Language Arts

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

640 students were tested at this school in 2012.

2012

 
 
61%

2011

 
 
62%

2010

 
 
54%

2009

 
 
51%
Geometry

The state average for Geometry was 9% in 2012.

43 students were tested at this school in 2012.

2012

 
 
14%

2011

 
 
7%

2010

 
 
15%

2009

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

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

 
 
32%

2011

 
 
55%

2010

 
 
37%

2009

 
 
32%
Physics

The state average for Physics was 56% in 2012.

100 students were tested at this school in 2012.

2012

 
 
64%

2011

 
 
69%

2010

 
 
68%

2009

 
 
67%
U.S. History

The state average for U.S. History was 48% in 2012.

688 students were tested at this school in 2012.

2012

 
 
63%

2011

 
 
62%

2010

 
 
59%

2009

 
 
64%
World History

The state average for World History was 18% in 2012.

23 students were tested at this school in 2012.

2012

 
 
19%

2011

 
 
34%

2010

 
 
n/a

2009

 
 
0%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

All Students35%
Females36%
Males34%
African American36%
Asiann/a
Filipino48%
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)41%
Economically disadvantaged27%
Non-economically disadvantaged37%
Students with disability5%
Students with no reported disability36%
English learner5%
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talented67%
Parent education - not a high school graduate23%
Parent education - high school graduate17%
Parent education - some college (includes AA degree)38%
Parent education - college graduate39%
Parent education - graduate school/post graduate47%
Parent education - declined to state36%

Algebra II

All Students63%
Females62%
Males65%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino64%
White (not Hispanic)63%
Economically disadvantagedn/a
Non-economically disadvantaged66%
Students with disabilityn/a
Students with no reported disability63%
English learnern/a
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talented76%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)73%
Parent education - college graduate71%
Parent education - graduate school/post graduate57%
Parent education - declined to staten/a

Biology/Life Sciences

All Students79%
Females77%
Males81%
African American68%
Asian92%
Filipino87%
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged69%
Non-economically disadvantaged80%
Students with disability14%
Students with no reported disability82%
English learner9%
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduate62%
Parent education - high school graduate63%
Parent education - some college (includes AA degree)73%
Parent education - college graduate86%
Parent education - graduate school/post graduate92%
Parent education - declined to state72%

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
Non-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 Students74%
Females76%
Males72%
African American67%
Asian89%
Filipino88%
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged62%
Non-economically disadvantaged76%
Students with disability33%
Students with no reported disability76%
English learner14%
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduate52%
Parent education - high school graduate57%
Parent education - some college (includes AA degree)72%
Parent education - college graduate83%
Parent education - graduate school/post graduate78%
Parent education - declined to state77%

General Mathematics (Grades 6 & 7 Standards)

All Students0%
Females0%
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
White (not Hispanic)0%
Economically disadvantaged0%
Non-economically disadvantaged0%
Students with disability0%
Students with no reported disabilityn/a
English learner0%
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 graduate0%
Parent education - some college (includes AA degree)0%
Parent education - college graduate0%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students61%
Females59%
Males64%
African Americann/a
Asiann/a
Filipino69%
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged63%
Non-economically disadvantaged61%
Students with disabilityn/a
Students with no reported disability61%
English learnern/a
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talented76%
Parent education - not a high school graduaten/a
Parent education - high school graduate46%
Parent education - some college (includes AA degree)66%
Parent education - college graduate67%
Parent education - graduate school/post graduate50%
Parent education - declined to staten/a

Integrated/Coordinated Science 1

All Students46%
Females37%
Males53%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)47%
Economically disadvantaged37%
Non-economically disadvantaged48%
Students with disability14%
Students with no reported disability55%
English learner10%
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate37%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)42%
Parent education - college graduate54%
Parent education - graduate school/post graduate47%
Parent education - declined to staten/a

World History

All Students42%
Females22%
Males61%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino35%
Pacific Islandern/a
White (not Hispanic)42%
Economically disadvantaged39%
Non-economically disadvantaged43%
Students with disabilityn/a
Students with no reported disability42%
English learnern/a
Fluent-English proficient and English only42%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate33%
Parent education - some college (includes AA degree)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 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

Algebra I

All Students14%
Females14%
Males15%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino14%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)18%
Economically disadvantaged7%
Non-economically disadvantaged17%
Students with disability0%
Students with no reported disability17%
English learnern/a
Fluent-English proficient and English only16%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate17%
Parent education - some college (includes AA degree)21%
Parent education - college graduate5%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students35%
Females38%
Males32%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)36%
Economically disadvantaged29%
Non-economically disadvantaged36%
Students with disabilityn/a
Students with no reported disability35%
English learnern/a
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talented39%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)37%
Parent education - college graduate30%
Parent education - graduate school/post graduate34%
Parent education - declined to staten/a

Biology/Life Sciences

All Students64%
Females64%
Males64%
African American62%
Asiann/a
Filipino73%
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged57%
Non-economically disadvantaged66%
Students with disability30%
Students with no reported disability71%
English learner36%
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate43%
Parent education - high school graduate54%
Parent education - some college (includes AA degree)61%
Parent education - college graduate68%
Parent education - graduate school/post graduate85%
Parent education - declined to state59%

Chemistry

All Students40%
Females32%
Males46%
African American33%
Asian73%
Filipino38%
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)38%
Economically disadvantaged39%
Non-economically disadvantaged39%
Students with disabilityn/a
Students with no reported disability40%
English learnern/a
Fluent-English proficient and English only40%
Migrant educationn/a
Gifted and talented69%
Parent education - not a high school graduaten/a
Parent education - high school graduate48%
Parent education - some college (includes AA degree)40%
Parent education - college graduate37%
Parent education - graduate school/post graduate44%
Parent education - declined to state18%

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
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-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 Students67%
Females70%
Males64%
African American54%
Asian84%
Filipino53%
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged54%
Non-economically disadvantaged70%
Students with disability30%
Students with no reported disability70%
English learner9%
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduate39%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)60%
Parent education - college graduate76%
Parent education - graduate school/post graduate81%
Parent education - declined to state62%

Geometry

All Students27%
Females23%
Males30%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)31%
Economically disadvantaged35%
Non-economically disadvantaged26%
Students with disabilityn/a
Students with no reported disability27%
English learnern/a
Fluent-English proficient and English only27%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate17%
Parent education - some college (includes AA degree)27%
Parent education - college graduate30%
Parent education - graduate school/post graduate22%
Parent education - declined to state29%

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

All Students60%
Females58%
Males65%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)70%
Economically disadvantagedn/a
Non-economically disadvantaged58%
Students with no reported disability61%
English learnern/a
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talented75%
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 graduate60%
Parent education - graduate school/post graduate69%
Parent education - declined to staten/a

Science

All Students73%
Females71%
Males74%
African American62%
Asian89%
Filipino63%
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged60%
Non-economically disadvantaged75%
Students with disability43%
Students with no reported disability75%
English learner13%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate45%
Parent education - high school graduate65%
Parent education - some college (includes AA degree)70%
Parent education - college graduate78%
Parent education - graduate school/post graduate83%
Parent education - declined to state69%

World History

All Students58%
Females49%
Males66%
African American40%
Asian83%
Filipino52%
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)66%
Economically disadvantaged41%
Non-economically disadvantaged61%
Students with disability24%
Students with no reported disability63%
English learner5%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduate31%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)52%
Parent education - college graduate63%
Parent education - graduate school/post graduate74%
Parent education - declined to state50%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

Algebra I

All Students19%
Females19%
Males19%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino24%
White (not Hispanic)n/a
Economically disadvantaged27%
Non-economically disadvantaged14%
Students with disabilityn/a
Students with no reported disability23%
English learnern/a
Fluent-English proficient and English only21%
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

Algebra II

All Students10%
Females8%
Males10%
African Americann/a
Asiann/a
Filipino0%
Hispanic or Latino16%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)9%
Economically disadvantaged4%
Non-economically disadvantaged10%
Students with disabilityn/a
Students with no reported disability9%
English learnern/a
Fluent-English proficient and English only9%
Migrant educationn/a
Gifted and talented15%
Parent education - not a high school graduaten/a
Parent education - high school graduate0%
Parent education - some college (includes AA degree)16%
Parent education - college graduate6%
Parent education - graduate school/post graduate4%
Parent education - declined to staten/a

Biology/Life Sciences

All Students68%
Females69%
Males64%
African Americann/a
Asian75%
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged48%
Non-economically disadvantaged72%
Students with disability33%
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduate75%
Parent education - high school graduate63%
Parent education - some college (includes AA degree)64%
Parent education - college graduate75%
Parent education - graduate school/post graduate74%
Parent education - declined to state36%

Chemistry

All Students31%
Females24%
Males38%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)39%
Economically disadvantaged29%
Non-economically disadvantaged31%
Students with disabilityn/a
Students with no reported disability32%
English learnern/a
Fluent-English proficient and English only33%
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 graduate35%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Students70%
Females50%
Males79%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino54%
White (not Hispanic)80%
Economically disadvantagedn/a
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only71%
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)72%
Parent education - college graduate82%
Parent education - graduate school/post graduate62%
Parent education - declined to staten/a

English Language Arts

All Students61%
Females65%
Males57%
African American35%
Asian66%
Filipino60%
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged47%
Non-economically disadvantaged64%
Students with disability18%
Students with no reported disability63%
English learner0%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduate45%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)56%
Parent education - college graduate71%
Parent education - graduate school/post graduate70%
Parent education - declined to state52%

Geometry

All Students14%
Females11%
Males17%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino13%
American Indian or Alaska Nativen/a
White (not Hispanic)20%
Economically disadvantaged18%
Non-economically disadvantaged13%
Students with disabilityn/a
Students with no reported disability14%
English learnern/a
Fluent-English proficient and English only16%
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)7%
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 Students32%
Females22%
Males45%
African Americann/a
Asian43%
Filipino29%
Hispanic or Latino24%
American Indian or Alaska Nativen/a
White (not Hispanic)37%
Economically disadvantaged30%
Non-economically disadvantaged33%
Students with disabilityn/a
Students with no reported disability33%
English learnern/a
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talented53%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)24%
Parent education - college graduate40%
Parent education - graduate school/post graduate35%
Parent education - declined to staten/a

Physics

All Students64%
Females48%
Males80%
African Americann/a
Asiann/a
Filipino73%
Hispanic or Latino59%
American Indian or Alaska Nativen/a
White (not Hispanic)74%
Economically disadvantaged18%
Non-economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability63%
English learnern/a
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)64%
Parent education - college graduate71%
Parent education - graduate school/post graduate53%
Parent education - declined to staten/a

U.S. History

All Students63%
Females57%
Males69%
African American40%
Asian70%
Filipino57%
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged43%
Non-economically disadvantaged68%
Students with disability20%
Students with no reported disability68%
English learner8%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduate44%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)61%
Parent education - college graduate74%
Parent education - graduate school/post graduate75%
Parent education - declined to state47%

World History

All Students19%
Females27%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)33%
Economically disadvantagedn/a
Non-economically disadvantaged22%
Students with disabilityn/a
Students with no reported disability36%
English learnern/a
Fluent-English proficient and English only22%
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 - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 83% in 2012.

635 students were tested at this school in 2012.

2012

 
 
91%

2011

 
 
90%

2010

 
 
90%

2009

 
 
90%
Math

The state average for Math was 84% in 2012.

649 students were tested at this school in 2012.

2012

 
 
91%

2011

 
 
90%

2010

 
 
92%

2009

 
 
89%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students91%
Females95%
Males88%
African American83%
Asian94%
Filipino94%
Hispanic or Latino86%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)96%
Declined to state96%
Economically disadvantaged82%
Non-economically disadvantaged94%
Economic Status Unknown91%
Students with disability63%
Tested with modificationsn/a
English learner57%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students91%
Females91%
Males90%
African American80%
Asian100%
Filipino100%
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)96%
Declined to state93%
Economically disadvantaged80%
Non-economically disadvantaged93%
Economic Status Unknown97%
Students with disability55%
Tested with modificationsn/a
English learner59%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
White 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%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 115%N/A54%
English language learners 25%N/A24%
Source: 1 NCES, 2010-2011
Source: 2 CA Dept. of Education, 2008-2009

Home languages of english learners

Language This school State average
Spanish 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%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 29N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 12N/A11
Average years teaching 16N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 96%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009

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

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