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GreatSchools Rating

Vail Ranch Middle School

Public | 6-8

 
 

Living in Temecula

Situated in a suburban neighborhood. The median home value is $271,000. The average monthly rent for a 2 bedroom apartment is $1,610.

Source: Sperling's Best Places
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 4 ratings
2013:
Based on 1 rating
2012:
Based on 2 ratings
2011:
Based on 3 ratings

Teacher quality

Principal leadership

Parent involvement

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17 reviews of this school


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Posted July 27, 2014

This school is horrible! Being a student of color I have been bullied and called many names at this school. The teachers are not very enthusiastic and the principal did not even care that a kid was smoking pot. If I could rate this school a 0 I would


Posted June 22, 2014

Their history for the past few years speaks for itself? Then they are a shining example of the best middle school in Temecula! I have seen nothing but respectful students, teachers that go above and beyond, and a staff that is cohesive, motivated, and focused on teaching high standards and expectations. Needless to say, I am extremely impressed. My student loves every minute and every day and that is high praise coming from an 8th grade boy! And btw if you have something negative to say, then take proactive steps to turn it into a positive. That will help ALL the students!
—Submitted by a parent


Posted May 10, 2014

Nothing to say about leadership or teachers. Their history in the past few years speaks for itself.
—Submitted by a parent


Posted April 28, 2014

I have an eighth grader and a sixth grader attending this school! We love Vail Ranch! The staff and students are great! The teacher really love this school and it shows !
—Submitted by a parent


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 2013.

This school's
API score

874

Change from
2012 to 2013

-26

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

8 / 10


API Growth scores over time

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

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2013

This school's
API score

874

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

-26

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

9 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

8 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 60% in 2013.

379 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
80%

2011

 
 
77%

2010

 
 
70%
Math

The state average for Math was 55% in 2013.

379 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
64%

2011

 
 
63%

2010

 
 
65%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

The state average for Algebra I was 86% in 2013.

73 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
91%

2011

 
 
83%

2010

 
 
90%
English Language Arts

The state average for English Language Arts was 60% in 2013.

401 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
87%

2011

 
 
75%

2010

 
 
71%
Math

The state average for Math was 52% in 2013.

327 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
58%

2011

 
 
60%

2010

 
 
63%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

The state average for Algebra I was 50% in 2013.

261 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
68%

2011

 
 
67%

2010

 
 
62%
English Language Arts

The state average for English Language Arts was 57% in 2013.

411 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
82%

2011

 
 
79%

2010

 
 
76%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

81 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
49%

2011

 
 
38%

2010

 
 
26%
Geometry

The state average for Geometry was 85% in 2013.

86 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
95%

2011

 
 
93%

2010

 
 
97%
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

437 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
76%

2011

 
 
73%

2010

 
 
68%
Science

The state average for Science was 67% in 2013.

408 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
88%

2011

 
 
82%

2010

 
 
80%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

All Students75%
Females77%
Males73%
African American83%
Asian79%
Filipino64%
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged47%
Non-economically disadvantaged79%
Students with disability65%
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate36%
Parent education - high school graduate56%
Parent education - some college (includes AA degree)66%
Parent education - college graduate82%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a

Math

All Students64%
Females66%
Males62%
African American58%
Asian89%
Filipino57%
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged41%
Non-economically disadvantaged68%
Students with disability40%
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduate27%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)56%
Parent education - college graduate71%
Parent education - graduate school/post graduate75%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

Source: California Department of Education

Algebra I

All Students90%
Females89%
Males92%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino87%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantagedn/a
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)86%
Parent education - college graduate95%
Parent education - graduate school/post graduate85%
Parent education - declined to staten/a

English Language Arts

All Students74%
Females79%
Males70%
African American47%
Asian75%
Filipino94%
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged57%
Non-economically disadvantaged77%
Students with disability48%
Students with no reported disability77%
English learnern/a
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduaten/a
Parent education - high school graduate56%
Parent education - some college (includes AA degree)71%
Parent education - college graduate84%
Parent education - graduate school/post graduate73%
Parent education - declined to staten/a

Math

All Students60%
Females65%
Males55%
African American33%
Asian75%
Filipino80%
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged43%
Non-economically disadvantaged64%
Students with disability25%
Students with no reported disability64%
English learnern/a
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)54%
Parent education - college graduate67%
Parent education - graduate school/post graduate66%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

Source: California Department of Education

Algebra I

All Students46%
Females49%
Males44%
African Americann/a
Asian86%
Filipino31%
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged22%
Non-economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability47%
English learnern/a
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduaten/a
Parent education - high school graduate24%
Parent education - some college (includes AA degree)41%
Parent education - college graduate54%
Parent education - graduate school/post graduate54%
Parent education - declined to staten/a

English Language Arts

All Students77%
Females82%
Males74%
African American53%
Asian90%
Filipino88%
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged61%
Non-economically disadvantaged81%
Students with disability41%
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate36%
Parent education - high school graduate56%
Parent education - some college (includes AA degree)75%
Parent education - college graduate83%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students29%
Females40%
Males24%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)35%
Economically disadvantaged30%
Non-economically disadvantaged30%
Students with disability24%
Students with no reported disability34%
English learnern/a
Fluent-English proficient and English only31%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)21%
Parent education - college graduate47%
Parent education - graduate school/post graduate33%
Parent education - declined to staten/a

Geometry

All Students93%
Females95%
Males91%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino87%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantagedn/a
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talented97%
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 graduate90%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students73%
Females72%
Males74%
African American63%
Asian90%
Filipino78%
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged55%
Non-economically disadvantaged76%
Students with disability23%
Students with no reported disability78%
English learner17%
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate40%
Parent education - high school graduate64%
Parent education - some college (includes AA degree)64%
Parent education - college graduate82%
Parent education - graduate school/post graduate79%
Parent education - declined to staten/a

Science

All Students88%
Females87%
Males89%
African American80%
Asian95%
Filipino81%
Hispanic or Latino84%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged70%
Non-economically disadvantaged91%
Students with disability53%
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate55%
Parent education - high school graduate76%
Parent education - some college (includes AA degree)84%
Parent education - college graduate94%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
White 53%
Hispanic 25%
Two or more races 9%
Asian 5%
Black 4%
American Indian/Alaska Native 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 14%N/AN/A
English language learners 3%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

This school has not yet provided program information.


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

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Brentwood Academy
Temecula, CA


Susan H. Nelson
Temecula, CA






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