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Teacher quality
Principal leadership
Parent involvement
Life is all about expectations, and for those that rate Vail Ranch poorly, they are the same people that are never happy about anything -- they have unrealistic expectations. They are the people that will always support their own kids poor judgements/decisions, instead of supporting the teachers in maintaining a proper learning environment in their classrooms. Folks, look at the school budget. More kids with less money = more students per teacher. Why don't you try to teach a classroom full of 35 kids with different needs? Why don't you help out and volunteer in your kids' classrooms? With my experiences, my 7th grade son is small for his age, and he has learning issues. Incredibly, he has never been bullied by anyone. The Principal, Vice Principal, and all his teachers always go out of their way to accomodate his "personal" issues. Of course my expectation was that they would recommend him to leave the school, so the test scores could remain high. However, the opposite has occured, and all his teachers really care about him getting past his weaknesses. I look forward to my 5th grade daughter attending Vail Ranch, as she will help raise the average test scores!
—Submitted by a parent
I too am very disappointed with this school. We really liked the elementary school our daughter attended, so we had high hopes for middle school. Some of the teachers here are good, but many are below standard. The administration is rude and seem annoyed and could care less about parent concerns. This school does not challenge students and does not offer any type of programs or accomodations for students who want to excel. I feel sorry for the children who attend because they have to deal with the rude staff and innapropriate, unprofessional teachers. One teacher in particular even tells her students to 'shut-up' however the principal seems content with the behavior and acted irritated about parent concerns regarding this matter. This school has good potential,but needs effective management and quality staff. If we could afford private school we would pull our daughter out of there immediately. After reading the other reviews and speaking with other moms whose children attend VRMS my concerns and dismay is shared. Very unfortunate for the students.
—Submitted by a parent
This school has been a huge dissappointment for us. While there are some great teachers, the administration is totally lackluster. Things are very poorly organized. My son has had his schedule changed 3 times this year! Not because of anything to do with his performance, it is only to do with the total lack of organization. He is qualified for GATE, but there is no program in place. The punishments are extemely harsh and inappropriate.
—Submitted by a parent
Very poor communication by administrators. Their communication skill is "far below basic" at best. They fail to pass on pertinent information, do not return phone calls or e-mails, and when you do eventually get a returned e-mail the tone is very rude. The District needs to clean house at this school and replace the administrators with parent and student focused professionals, not the dopes that are currently in place. Decisions are made seemingly at random: For example, my son is on his THIRD Language Arts teacher and the first semester isn't even over yet. There are also multiple teachers near retirement age that should be forced to retire. We're told as parents to "check the website" for information, but older teacher either don't know how to use it or refuse to use this method of communication. Very frustrating start to my son's Middle School years.
—Submitted by a parent
My daughter loves her middle school. She excels in academics and enjoys spending time with other Vail Ranch students who take their education seriously.
—Submitted by a parent
I am very dispapointed with this school. Academics are okay...we shouldn't be giving this school the credit for the scores they get though... the 3 elementary schools that feed into this middle school are doing an excellent job in preparing the students for middle school. My two sons have yet to be challenged here. There is no GATE program and if there is, there has been no communication about it for my two sons who are qualified to receive GATE enrichment. As a matter of fact, the communication here is very poor all together. In addition, rules are imposed and consequences are dealt to the entire student body, whether or not they were actually involved in the breaking of the rule. Harsh consequencesare given for minor offenses, like accidentally hitting a ball over the fence (a student must pay the very next day or serve lunch detention indefinitely until they do). And the librarian is given free reign to deal out heavy fines for already overused books (check your books before taking them home). Supervision is sparse and students do not feel safe while passing between classes or at lunch.
—Submitted by a parent
I have had my children in both private and public school here in Temecula and must say I have really enjoyed VRMS. The way you can keep up on your children through the internet is great. The principal has always been very responsive to any inquiries I have had regarding the school. I also believe the kids my child has chosen to surround himself with has made a difference as to the school experience. There are good and bad teachers at the school like any school but we have been fortunate to have generally the best teachers. The one that we didn't care for is still there but it taught my child coping skills.
—Submitted by a parent
I had 3 children go through Vail Ranch Middle School and I have to say that they were prepared for high school. VRMS is strong in academics and all 3 of my children excel in high school now at GOHS. Discipline at VRMS seems to be good, however, my kids are well behaved and never got in trouble. I heard from other parents that they are strict. As far as being organized, I never had any problems finding out information that I needed. But i am an involved parent and my kids told me what I needed to know. I think that 95% of the teachers are competent in their subject area and are excellent teachers. I would highly recommend this school to any parent that wants their child to have an excellent education
—Submitted by a parent
Our family has moved around a lot due to my husband being in the military. My 4 children have been to numerous middle schools. Vail Ranch is the best I have seen so far. I think that parents in the area are spoiled and have nothing better to do then complain about the teachers and staff. Parents should venture out and see what other schools around the United States are like, then they would understand! Teachers and staff at Vail Ranch are the best I have seen, kudos to them on a job well done.
—Submitted by a parent
This school is very unorganized. Disappointed with first week information letters sent home with students are not very well written. Band teacher sends home a notice that an important meeting is needed to attend scheduled for the next evening (no notice). Library is not up and running. This school LACKS teacher enthusian and the incomming new students notice it the first week and are now regreting not transferring, charter and private. It is a shame, it teachers would just get motivated, kids would respond. Get ORGANIZED Vail Ranch. I would not recommend school if you have other options.
—Submitted by a parent
I sort of like this school but the way they give out notices, they give it to us, and most of us (we, idk) students are expected to give them to our parents. Come on! like more than 40% of students wouldnt give it to their parents anyways. And I'm gonna be honest, I dont think we really are that great of a school. Yeah, our Bulldog Band has a GREAT reputation but the academic subjects . . . Not so much.
—Submitted by a student
Interesting. Military children and doing great at Vail Ranch in GATE program and in line for IB at Great Oak. I think it is the spoiled kids that tire the teachers, or spoiled parents. It has excellant teachers and hearing back from freshman Great Oak teachers they are ALWAYS have Vail Ranch excell in their programs. Morgan Hill, Crown Hill and Vail Ranch kids those that want to learn excell others end up on government funds. Teachers know who are trying, and help them succeed.
—Submitted by a parent
This school has come a long way in the last 4 years. However it is still ruled by the unruly. rules and regulations are formed to keep the out of line kids in line with no exceptions for hardworking good kids. The staff is much like the post office or dmv. The prinipal does not like to communicate with parents.
—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 English Language Arts was 59% in 2012.
380 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
381 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 86% in 2012.
88 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
388 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
301 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 49% in 2012.
174 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
398 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
183 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
72 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
431 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
397 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 | 80% |
| Females | 85% |
| Males | 76% |
| African American | 58% |
| Asian | 85% |
| Filipino | 80% |
| Hispanic or Latino | 76% |
| 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 | 76% |
| Non-economically disadvantaged | 81% |
| Students with disability | 44% |
| Students with no reported disability | 83% |
| English learner | 50% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 77% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | n/a |
| All Students | 64% |
| Females | 67% |
| Males | 62% |
| African American | 26% |
| Asian | 67% |
| Filipino | 70% |
| 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 | 49% |
| Non-economically disadvantaged | 67% |
| Students with disability | 29% |
| Students with no reported disability | 67% |
| English learner | 20% |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 73% |
| 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 | 91% |
| Females | 93% |
| Males | 89% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 88% |
| White (not Hispanic) | 90% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 90% |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 87% |
| Parent education - college graduate | 97% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 89% |
| Males | 84% |
| African American | 62% |
| Asian | 91% |
| Filipino | 94% |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 88% |
| Students with disability | 47% |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 78% |
| Parent education - some college (includes AA degree) | 84% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | 82% |
| All Students | 58% |
| Females | 54% |
| Males | 61% |
| African American | 27% |
| Asian | 75% |
| Filipino | 53% |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 61% |
| Students with disability | 30% |
| Students with no reported disability | 59% |
| English learner | n/a |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 51% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 67% |
| 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 | 68% |
| Females | 74% |
| Males | 58% |
| African American | n/a |
| Asian | 85% |
| Filipino | n/a |
| 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) | 63% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 68% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | n/a |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 66% |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 86% |
| Males | 78% |
| African American | 67% |
| Asian | 82% |
| Filipino | 64% |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 64% |
| Parent education - high school graduate | 78% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 49% |
| Females | 52% |
| Males | 46% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 48% |
| Students with disability | 18% |
| Students with no reported disability | 57% |
| English learner | 0% |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 37% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | 68% |
| Parent education - declined to state | n/a |
| All Students | 95% |
| Females | 97% |
| Males | 95% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 100% |
| White (not Hispanic) | 95% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 95% |
| Students with no reported disability | 96% |
| Fluent-English proficient and English only | 96% |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 77% |
| Males | 76% |
| African American | 63% |
| Asian | 91% |
| Filipino | 60% |
| Hispanic or Latino | 65% |
| 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 | 63% |
| Non-economically disadvantaged | 79% |
| Students with disability | 28% |
| Students with no reported disability | 81% |
| English learner | 21% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 75% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 66% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 77% |
| All Students | 88% |
| Females | 87% |
| Males | 89% |
| African American | 67% |
| Asian | 86% |
| Filipino | 93% |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 82% |
| Parent education - high school graduate | 84% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 90% |
| 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
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 6
Grade 7
Grade 8
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 | 26% | 51% | ||
| Asian | 9% | 11% | ||
| Two or more races | 7% | 3% | ||
| Black | 4% | 7% | ||
| 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 | 11% | N/A | 54% |
| English language learners 2 | 4% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 71% | 85% | ||
| All other non-English languages | 4% | 1% | ||
| Arabic | 4% | 1% | ||
| Filipino (Pilipino or Tagalog) | 4% | 1% | ||
| Korean | 4% | 1% | ||
| Russian | 4% | 0% | ||
| Farsi (Persian) | 2% | 0% | ||
| Khmer (Cambodian) | 2% | 0% | ||
| Lao | 2% | 0% | ||
| Vietnamese | 2% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 7 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 96% | N/A | 96% |
| Emergency credential or waiver | 4% | N/A | 2% |


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33340 Camino Piedra Rojo
Temecula,
CA 92592
Phone: (951) 302-5188
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