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Teacher quality
Principal leadership
Parent involvement
This school is terrible! my child almost committed suicide because everyone teased her and the teachers were cruel. I think anyone who goes to this school should seriously consider taking their child out ASAP. Plus, the school is too crowded and the teachers can't teach all the students.
—Submitted by a parent
My kids love attending VHES!!! The teachers are great and the principal is amazing. Everyone is so involved in making the school experience wonderful for all the kids.
—Submitted by a parent
I have my child on a inter-district transfer from Abby to this school because they offer full day kindergarten and Abby does not. This school has a grant for music and they offer choir, 2 plays a year in each grade level, and band. Each class also has music in the MPR. The kindergarten staff and 1st grade staff is amazing and my child learned Italian, Spanish, sign language, and her kindergarten teacher also played the guitar. If your child has speech, ESL, Autism, special ed, and or other disabilities I highly recommend Mrs. Mills for 1st grade. If you want a nice nurturing teacher I recommend Mrs. Oddi who plays the guitar. The principal is amazing and sticks to the rules and guidelines of the school. VHES also ranks high for API test scores well over the 900+ range every year. PTA is amazing and out of 25 parents we had 22 parents who helped in the class with 2 room moms. This school ranks high on parent participation. Being a former 1st grade teacher I highly recommend this school. Next year this school will also offer BASES day care before school and after school day care. Fit Kids America also offers after school sports related programs for the kids too.
—Submitted by a parent
great school , principal really knows her stuff!. parents are really involved with their children's learning.
—Submitted by a parent
My son is a 3rd grader. I'm transfering him from VHES because of unresolved ongoing bullying. All year long, the teacher said, "I will talk to the boys." We are now going to a new school and thank God. I've learned the policies & procedures followed by VHES are to protect the teachers and school from liability first, and protect students last. Teachers are backed by principals and unions. Who is there to back children and parents? If your child is bullied, or if you have any problem for that matter, and you feel the school is passing the blame to you or your child, stay professional and sane, even if it becomes clear the teacher and principal you are dealing with possess neither of these two qualities.
—Submitted by a parent
We love this school! My son is currently attending 1st here, and my niece is in second. The teachers are phenomenal, and always ready to listen and accommodate. The principal is...just amazing. She makes it a point to interact with and engage the students, and to ensure that the students know that they are valued. The teachers and principal try so hard to make sure that the atmosphere remains highly positive and encouraging. I am so impressed with this school-it's just amazing. There are some amazing and incredible parents involved in this school! The PTA tries so hard, and is so welcoming! It's an incredible atmosphere, and completely earns the title "Pleasantville."
—Submitted by a parent
I would agree! THis school is exceptional. I have a second grader who has attended since Kinder and this school has become like a second home to us. THe staff is warm, friendly and welcoming. We are looking forward to the start of the new school year.
—Submitted by a parent
My son attended Kindergarten and will be entering 1st. We are extremely happy with his school experience so far. Academic preparedness, I would rate this school with five stars.
—Submitted by a parent
I was surprised to discover there wasn't a cafeteria or auditorium. That there is one small Multipurpose room to serve as everything is sad. Their version of a hot lunch is fast-food that is microwaved in its plastic bag. The teachers seem great. API scores are very high here. This past year, due to the California budget cuts, we lost the computer lab instructor and the PE teacher and there is no real music program. -- There are some dynamic schools in other cities and it makes you realize what we are missing out on.
—Submitted by a parent
I love Vinatge Hills, my children love going to school. That is a reflection on the Teachers as well as the principal . The staff wecomes parents , goes always above and beyond. The PTA works hard to help out where there are need . GO HUSKIES
—Submitted by a parent
I am a parent of 3 children at VHES and have always been very happy with this school. Beginning as I walk into the office/media center I am always greeted with a smile and a pleasant hello. The principal and staff are incredible and work hard to make this the best school it can be. My children look forward to the Friday Flag Salutes, the Lasting Impression Wall and all the kindness inspiring activities at VHES. It's a great place to be a student!
—Submitted by a parent
My 11 year experience at Vintage Hills has been a most positive one. From the administration, office staff and wonderful teachers, my daughters excelled and had a solid core foundation that was the direct result of their time at Vintage Hills. The girls talk about the fun times during PE, music, art and the fabulous computer lab! They still keep in contact with their 'reading buddies' and miss the recess time as well as the pepperoni pizza. We have been blessed to have our girls at such a positive wonderful school for those important elementary years. Thank you Vintage Hills for putting children first.
—Submitted by a parent
A bit dissapointed...the teachers are mostly good, and plenty of SAHM's keep things running, but a lot of projects end up basically done by the parents! I'm in the classroom, so I see it. NO gym, no real auditorium, and no cafeteria means they must cater in box lunches that are inferior, and eat in the hallway when it rains(!) I expect a better facility in this affluent district.
—Submitted by a parent
I have been a parent at Vintage Hills for over 8 years and I am so impressed with the incredible teachers and wonderful Administration at VHES. This school is a great place for kids and I love being a part of this educational community.
—Submitted by a parent
Go Huskies! This is a great school. The principals should be commended for creating such a wonderful school community. The leadership team is approachable and leads with heart! We love Vintage Hills.
—Submitted by a parent
Both of my children LOVE going to school each day. The staff is terrific and very caring.
—Submitted by a parent
What a wonderful school.....an enriching environment where both academics and kindness are stressed. Great principal, incredible teachers and quite a bit of parent involvement make for a great school!
—Submitted by a parent
We moved from Oceanside to Temecula a year ago and my daughter has had her best school year here.The teachers at Vintage Hills have so much patience with the kids.My daughter's reading, writing and math has improved almost 100%.The school is much better then I expected.
—Submitted by a parent
I've been very pleased with the teaching and quality of program at vintage hills.. Wish it were more mixed.
—Submitted by a parent
The academic programs are very good, although a good deal of the special projects require a great deal of parent help. So, the quetion becomes who is really learning and earning the grades. The majority of the teachers are extremely organized and care about their students. The music and art programs are very good but the sports is basically limited to P.E. The extracurricular activities are mostly fund raising 'parties' often sponsored by the PTA. The parents (of which I am one) are highly involved. We are encouraged by the administration and teachers to volunteer in our children's classes. This has helped create a much stronger sense of community for the students and parents alike. I beleive sense of community makes VHES a safer place for our children to learn.
—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 58% in 2012.
134 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
134 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 English Language Arts was 48% in 2012.
122 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
122 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 English Language Arts was 67% in 2012.
128 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
128 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 English Language Arts was 63% in 2012.
135 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
135 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
134 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 | 72% |
| Females | 74% |
| Males | 70% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 73% |
| Students with disability | 44% |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 70% |
| Females | 72% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 73% |
| Students with disability | 38% |
| Students with no reported disability | 74% |
| English learner | n/a |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 83% |
| 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 | 60% |
| Females | 63% |
| Males | 59% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 66% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 61% |
| Students with disability | 42% |
| Students with no reported disability | 63% |
| English learner | n/a |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 66% |
| Parent education - graduate school/post graduate | 68% |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 76% |
| Males | 79% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 78% |
| Students with disability | 50% |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 80% |
| 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 | 94% |
| Females | 94% |
| Males | 93% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 90% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | 87% |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 95% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 97% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 90% |
| Males | 83% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 87% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 88% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 97% |
| 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 | 94% |
| Females | 100% |
| Males | 88% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 92% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 87% |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 95% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 87% |
| Males | 80% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 81% |
| Males | 86% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 88% |
| 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 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
Fluent-English proficient and English only
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 66% | 28% | ||
| Multiple or No Response | 19% | 3% | ||
| Hispanic or Latino | 10% | 49% | ||
| Asian | 2% | 8% | ||
| African American | 1% | 7% | ||
| Filipino | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 4% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 6% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 76% | 85% | ||
| Hindi | 6% | 0% | ||
| Albanian | 3% | 0% | ||
| All other non-English languages | 3% | 1% | ||
| Italian | 3% | 0% | ||
| Korean | 3% | 1% | ||
| Lao | 3% | 0% | ||
| Vietnamese | 3% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 21 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 13 | N/A | 11 |
| Average years teaching | 18 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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42240 Camino Romo
Temecula,
CA 92592
Phone: (951) 695-4260
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