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GreatSchools Rating

Vintage Hills Elementary School

Public | K-5 | 789 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 3 ratings
2011:
Based on 2 ratings
2010:
Based on 1 rating

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27 reviews of this school


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Posted September 18, 2012

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


Posted August 5, 2012

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


Posted June 7, 2012

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


Posted March 28, 2011

great school , principal really knows her stuff!. parents are really involved with their children's learning.
—Submitted by a parent


Posted March 17, 2011

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


Posted October 3, 2010

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


Posted August 11, 2009

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


Posted August 8, 2009

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


Posted November 7, 2008

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


Posted November 5, 2008

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


Posted November 5, 2008

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


Posted November 5, 2008

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


Posted November 4, 2008

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


Posted January 20, 2008

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


Posted January 20, 2008

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


Posted October 11, 2007

Both of my children LOVE going to school each day. The staff is terrific and very caring.
—Submitted by a parent


Posted August 8, 2007

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


Posted April 25, 2007

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


Posted June 8, 2006

I've been very pleased with the teaching and quality of program at vintage hills.. Wish it were more mixed.
—Submitted by a parent


Posted February 17, 2006

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.

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

911

Change from
2011 to 2012

+1

API Statewide Rank
(2011)

9 / 10

API Similar Schools Rank (2011)

5 / 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

911

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

+1

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)

5 / 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 58% in 2012.

134 students were tested at this school in 2012.

2012

 
 
72%

2011

 
 
73%

2010

 
 
76%

2009

 
 
84%
Math

The state average for Math was 64% in 2012.

134 students were tested at this school in 2012.

2012

 
 
70%

2011

 
 
75%

2010

 
 
80%

2009

 
 
80%
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

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

122 students were tested at this school in 2012.

2012

 
 
60%

2011

 
 
69%

2010

 
 
80%

2009

 
 
69%
Math

The state average for Math was 69% in 2012.

122 students were tested at this school in 2012.

2012

 
 
78%

2011

 
 
82%

2010

 
 
86%

2009

 
 
82%
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

The state average for English Language Arts was 67% in 2012.

128 students were tested at this school in 2012.

2012

 
 
94%

2011

 
 
94%

2010

 
 
88%

2009

 
 
95%
Math

The state average for Math was 71% in 2012.

128 students were tested at this school in 2012.

2012

 
 
87%

2011

 
 
94%

2010

 
 
88%

2009

 
 
95%
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

The state average for English Language Arts was 63% in 2012.

135 students were tested at this school in 2012.

2012

 
 
94%

2011

 
 
89%

2010

 
 
91%

2009

 
 
86%
Math

The state average for Math was 65% in 2012.

135 students were tested at this school in 2012.

2012

 
 
84%

2011

 
 
79%

2010

 
 
79%

2009

 
 
81%
Science

The state average for Science was 60% in 2012.

134 students were tested at this school in 2012.

2012

 
 
84%

2011

 
 
69%

2010

 
 
80%

2009

 
 
74%
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 Students72%
Females74%
Males70%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged67%
Non-economically disadvantaged73%
Students with disability44%
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate46%
Parent education - some college (includes AA degree)70%
Parent education - college graduate78%
Parent education - graduate school/post graduate83%
Parent education - declined to staten/a

Math

All Students70%
Females72%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged52%
Non-economically disadvantaged73%
Students with disability38%
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate62%
Parent education - some college (includes AA degree)57%
Parent education - college graduate78%
Parent education - graduate school/post graduate83%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

English Language Arts

All Students60%
Females63%
Males59%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)66%
Economically disadvantaged58%
Non-economically disadvantaged61%
Students with disability42%
Students with no reported disability63%
English learnern/a
Fluent-English proficient and English only63%
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)56%
Parent education - college graduate66%
Parent education - graduate school/post graduate68%
Parent education - declined to staten/a

Math

All Students78%
Females76%
Males79%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged79%
Non-economically disadvantaged78%
Students with disability50%
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only80%
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)79%
Parent education - college graduate74%
Parent education - graduate school/post graduate80%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

English Language Arts

All Students94%
Females94%
Males93%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino90%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantaged87%
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only95%
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)97%
Parent education - college graduate94%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students87%
Females90%
Males83%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged87%
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only89%
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)88%
Parent education - college graduate84%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

English Language Arts

All Students94%
Females100%
Males88%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino92%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)94%
Economically disadvantaged87%
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only94%
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)95%
Parent education - college graduate95%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a

Math

All Students84%
Females87%
Males80%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)81%
Economically disadvantaged67%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only83%
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)68%
Parent education - college graduate91%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Science

All Students84%
Females81%
Males86%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)84%
Economically disadvantaged73%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only83%
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)80%
Parent education - college graduate86%
Parent education - graduate school/post graduate88%
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 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%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 14%N/A24%
Students eligible for free or reduced-price lunch program 26%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

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%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 21N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 13N/A11
Average years teaching 18N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

42240 Camino Romo
Temecula, CA 92592
Phone: (951) 695-4260

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