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GreatSchools Rating

Vail Ranch Middle School

Public | 6-8 | 1198 students

 
 
Last modified
Community Rating

3 stars

Community Rating by Year
2013:
Based on 1 rating
2012:
Based on 2 ratings
2011:
Based on 3 ratings
2010:
Based on 4 ratings

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13 reviews of this school


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Posted January 6, 2013

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


Posted September 11, 2012

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


Posted January 12, 2012

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


Posted October 21, 2011

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


Posted May 13, 2011

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


Posted January 1, 2011

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


Posted September 17, 2010

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


Posted January 30, 2010

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


Posted January 24, 2010

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


Posted August 25, 2009

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


Posted August 25, 2009

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


Posted April 28, 2009

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


Posted March 7, 2008

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.

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

891

Change from
2011 to 2012

+23

API Statewide Rank
(2011)

9 / 10

API Similar Schools Rank (2011)

4 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2012

This school's
API score

891

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

+23

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

9 / 10

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

4 / 10

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

The state average for English Language Arts was 59% in 2012.

380 students were tested at this school in 2012.

2012

 
 
80%

2011

 
 
77%

2010

 
 
70%

2009

 
 
74%
Math

The state average for Math was 55% in 2012.

381 students were tested at this school in 2012.

2012

 
 
64%

2011

 
 
63%

2010

 
 
65%

2009

 
 
62%
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 86% in 2012.

88 students were tested at this school in 2012.

2012

 
 
91%

2011

 
 
83%

2010

 
 
90%

2009

 
 
92%
English Language Arts

The state average for English Language Arts was 62% in 2012.

388 students were tested at this school in 2012.

2012

 
 
87%

2011

 
 
75%

2010

 
 
71%

2009

 
 
73%
Math

The state average for Math was 52% in 2012.

301 students were tested at this school in 2012.

2012

 
 
58%

2011

 
 
60%

2010

 
 
63%

2009

 
 
49%
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 49% in 2012.

174 students were tested at this school in 2012.

2012

 
 
68%

2011

 
 
67%

2010

 
 
62%

2009

 
 
71%
English Language Arts

The state average for English Language Arts was 59% in 2012.

398 students were tested at this school in 2012.

2012

 
 
82%

2011

 
 
79%

2010

 
 
76%

2009

 
 
72%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.

183 students were tested at this school in 2012.

2012

 
 
49%

2011

 
 
38%

2010

 
 
26%

2009

 
 
54%
Geometry

The state average for Geometry was 87% in 2012.

72 students were tested at this school in 2012.

2012

 
 
95%

2011

 
 
93%

2010

 
 
97%

2009

 
 
91%
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.

431 students were tested at this school in 2012.

2012

 
 
76%

2011

 
 
73%

2010

 
 
68%

2009

 
 
65%
Science

The state average for Science was 66% in 2012.

397 students were tested at this school in 2012.

2012

 
 
88%

2011

 
 
82%

2010

 
 
80%

2009

 
 
85%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

English Language Arts

All Students80%
Females85%
Males76%
African American58%
Asian85%
Filipino80%
Hispanic or Latino76%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged76%
Non-economically disadvantaged81%
Students with disability44%
Students with no reported disability83%
English learner50%
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate77%
Parent education - some college (includes AA degree)76%
Parent education - college graduate87%
Parent education - graduate school/post graduate80%
Parent education - declined to staten/a

Math

All Students64%
Females67%
Males62%
African American26%
Asian67%
Filipino70%
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged49%
Non-economically disadvantaged67%
Students with disability29%
Students with no reported disability67%
English learner20%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)58%
Parent education - college graduate68%
Parent education - graduate school/post graduate73%
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 Students91%
Females93%
Males89%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino88%
White (not Hispanic)90%
Economically disadvantagedn/a
Non-economically disadvantaged90%
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)87%
Parent education - college graduate97%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

English Language Arts

All Students87%
Females89%
Males84%
African American62%
Asian91%
Filipino94%
Hispanic or Latino85%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged75%
Non-economically disadvantaged88%
Students with disability47%
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate78%
Parent education - some college (includes AA degree)84%
Parent education - college graduate92%
Parent education - graduate school/post graduate90%
Parent education - declined to state82%

Math

All Students58%
Females54%
Males61%
African American27%
Asian75%
Filipino53%
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged35%
Non-economically disadvantaged61%
Students with disability30%
Students with no reported disability59%
English learnern/a
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduaten/a
Parent education - high school graduate39%
Parent education - some college (includes AA degree)51%
Parent education - college graduate65%
Parent education - graduate school/post graduate67%
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 Students68%
Females74%
Males58%
African Americann/a
Asian85%
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged63%
Non-economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduaten/a
Parent education - high school graduate56%
Parent education - some college (includes AA degree)65%
Parent education - college graduate73%
Parent education - graduate school/post graduate66%
Parent education - declined to staten/a

English Language Arts

All Students82%
Females86%
Males78%
African American67%
Asian82%
Filipino64%
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged73%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate64%
Parent education - high school graduate78%
Parent education - some college (includes AA degree)73%
Parent education - college graduate88%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students49%
Females52%
Males46%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)55%
Economically disadvantaged54%
Non-economically disadvantaged48%
Students with disability18%
Students with no reported disability57%
English learner0%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate42%
Parent education - some college (includes AA degree)37%
Parent education - college graduate59%
Parent education - graduate school/post graduate68%
Parent education - declined to staten/a

Geometry

All Students95%
Females97%
Males95%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino100%
White (not Hispanic)95%
Economically disadvantagedn/a
Non-economically disadvantaged95%
Students with no reported disability96%
Fluent-English proficient and English only96%
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)100%
Parent education - college graduate92%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students76%
Females77%
Males76%
African American63%
Asian91%
Filipino60%
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged63%
Non-economically disadvantaged79%
Students with disability28%
Students with no reported disability81%
English learner21%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate75%
Parent education - high school graduate57%
Parent education - some college (includes AA degree)66%
Parent education - college graduate87%
Parent education - graduate school/post graduate82%
Parent education - declined to state77%

Science

All Students88%
Females87%
Males89%
African American67%
Asian86%
Filipino93%
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged80%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate82%
Parent education - high school graduate84%
Parent education - some college (includes AA degree)82%
Parent education - college graduate91%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

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

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 111%N/A54%
English language learners 24%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 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%
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 7N/A11
Average years teaching 12N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 96%N/A96%
Emergency credential or waiver 4%N/A2%
Source: CA Dept. of Education, 2008-2009

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

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