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Teacher quality
Principal leadership
Parent involvement
My son will be returning to his old school next fall. Colina is a huge disappointment. He was new to the school and has had children throw erasers at him during class (where was the teacher?), called names, pushed in the hall, etc. On top of this, the taxpayers have given them great online programs so that parents can track their chid's progress, but the teachers are not required to use them, so many don't. When I've tried to communicate with the teachers, their response has largely been that it is up to my child to contact them at school. So there is basically no way to help keep your child on track if they are struggling. On top of that, they send home so much homework every night that it feels like I'm homeschooling my kid. Yet, it never seems to be enough. No matter how hard he works, there are more hoops to jump through. Heaven forbid they get sick! In keeping with Colina's "zero tolerance" policies, we were not allowed to make up his work because it had not been turned in within 24 hours of his return. I agree with other reviewers. The teachers and admin. are much more concerned about themselves than their students. Our tax dollars could be used much more wisely!
—Submitted by a parent
The school is amazing, The leadership is empowering and the teachers are, for the most part, very dedicated and challenging. The parents and students who complain are entitled and should consider the private schools in the area. It is clearly the best public middle school in Ventura County.
—Submitted by a parent
Colina is a wonderful school. The priniciple is one of the nicest involved principle I have ever experienced. We are so lucky we are able to attend this school. The school continues to keep my son challenged with school work and they are very concerned about drugs and bullying which is a real plus! And although there are a few teachers (7th grade) that are not the best. you will find this at ever school.
—Submitted by a parent
This is a response to the post about book distribution on 1/7/2012. Your statement "Colina honored all requests" to distribute books is inaccurate. My spouse and I happened to be at the counseling office one day prior to our scheduled book pickup day. We requested to pickup books that day since we were already there although our last name did not match the scheduled pickup day. The response from them was to return tomorrow when it was our turn. I'm not blaming the library staff for delays but instead those who are in charge of organizing the event. I've come to notice that if you ask five Colina employees the same question, you'll receive four different answers. Even one Colina employee recently stated that they expect the disorganization. I see it as mismanagement which starts from above. Please dont tell me my statement is inaccurate as YOU WERE NOT THERE as my entire family was. I now accept Colina for what it IS not what everyone would like it to be.
—Submitted by a parent
When I think about my children and school I think first of their safety, then their health, their education and finally their happiness. Against all four of these key areas I can say that Colina Middle School has surpassed any of the others schools my children have attended.Several of which were federally recognized Blue Ribbon schools. The teachers at Colina are dedicated beyond their obligations, the clerical staff ether in the general, counseling or attendance offices are extremely professional, incredible helpful and genuinely friendly. In all the years of my interaction with administrators I have never found a group more committed to my children's welfare and never have I found a principal who sacrifices so much to ensure that students who attend Colina are treated with respect and enjoy the most enriching experience possible.Parents have many options today where their children can attend school but from this one parent's prospective not only is Colina Middle School a good choice it would be my only choice.This year Colina will graduate my youngest and she follows 3 of her sisters who passed before her so I guess I have made a choice and couldn't be happier with the selection
—Submitted by a parent
Speaking as a student who has is currently attending Colina Middle School, I have seen various levels of courtesy and patience from the staff members. It is my belief (and it is very much appreciated) that all school staff members should have an optimistic attitude and should be willing to help. However, nearly every day on our school campus, I run into some sort of mishap with a staff member. Some of the office/counseling staff is almost always very rude, contrary to what it should be (many students go to both these locations every day). Some of the teachers here are shockingly bitter and speak to us students in a belittling tone. I like having teachers whom I can respect, and I enjoy being in a comfortable, helpful school environment. What I do not appreciate is being snapped at for accidents or things of which I am not at fault (I accidentally knocked over a bottle of soap and rushed to pick it up and apologized, yet I was yelled at by an overly frustrated teacher. I have been studying during the SURE hour, making a valuable use of the time, and had my materials confiscated. The materials were not returned.) Colina has some great teachers, but the school needs some help.
This school is a gamble. One year you may get lucky and have a good instructor and another year get some really bad. As a prior reviewer already stated, you'll get lip service in order to appease your complaints. Unfortunately the school is unable to resolve the issues with poor quality instructors due to the union / tenure. Every year here seems like it's the first year they have been in business . . . newbies at best. The teacher communication is good when they want parents to donate to their classroom needs. I thought a public education was paid with public tax dollars. Now the teachers claim that in class experiments require donations or they will be pulled which reduces the ability for them to educate our childeren. Appears to me the school needs to learn how to be frugal with their expenses and they would not be asking for handouts. Parents should consider gathering their resources together to create a Charter Middle School like others have recently done in Conejo.
—Submitted by a parent
I agree with the prior review the office staff is incredibly rude but they don't teach my child so I'll try to overlook that. My child was in all honors, it's a mix bag here when it comes to the teachers. He has had some of the best teachers here and worse. The problem is when you complain about a teacher, there is realy nothing they do but give you lip service. I understand the teacher tenure protects teachers, in a extreme case the most they do is transfer them to other schools within the district, that doesn't solve the problem. There is no accountability for teachers. The school is on top of it with kids bullying other kids but once again if they have a disruptive child or a child caught with drugs on campus they just transfer kids to another school within the district instead of providing them with the help that they really need.
—Submitted by a parent
The most disorganized school I've ever seen in my 50 years of life! I've been to many, many, many schools and never seen anything like this. Some teachers just dont care and the others are obviously amateurs. The office staff (if you can find one) and the counseling office are rude. They make me feel like I'm bothering them to ask a simple question. Open house is a nightmare as there was no useful information available and once again disorganized. The dean blames the student when the office staff looses paperwork that the student submitted. The counseling office treats me (parent) like a 6th grader. Obviously the leadership at this school is quite incompetent. I'm done with this place!
—Submitted by a parent
The faculty and staff really put kids first. Even with the current budget crunch, they find ways to provide our children with the best education possible and are there to make sure not one student is left out or left behind.
—Submitted by a parent
5 star school. excellent, hands on, accessible principal & counselors, lots of school spirit, excellent teachers and encouragement to be the best you can be. Model middle school!! should be.
—Submitted by a parent
Best school ive been to. Everyone is so supportive and all the staff takes time to actually get to know each and every student. Academics are excellent and the teachers make the criteria you are learning fun and interesting. Each staff member is so passionate about their jobs and learns hoe to work with and love each and every student. Go Cougars! I love Colina!
—Submitted by a parent
This School has been a wonderful experiece for my child. The teachers are strict, but not too strict. they really help the kids to be the best they can be.
—Submitted by a parent
Excellent school! My children enjoyed all the fun activities and learned a lot from a great group of teachers.
—Submitted by a parent
I love the academic standards of this school. I am very impressed by the amount of knowledge children have obtained during their years at Colina. I happily rate this school an excellent score.
I have a 6th grade and 8th grade student attending Colina.I have been very impressed with Mr.Waters, Principal. Mr. Waters is very prompt and effective leader. Mr.Kane the Guidance Counselor is a hands on high energy man who really helps and motivates the kids to be the best student they can be. I really recommend this school.
—Submitted by a parent
This school is terrible! Poor leadership my the Principle, counselors and deans. They make excuses for everything.
—Submitted by a parent
The most un-organized school in the district. Complete chaos when dropping off and picking up.
—Submitted by a parent
The school is just okay. Prior to my child attending I heard many good things about the school. After experiencing the school for myself I'm not that impressed. I come from outstate and if I compare the school to the one my child left,this one gets a failing grade. The school is old and dirty and the academics are just average when I compare the curricum to the school my child left.
—Submitted by a parent
The school is well organized and offers a lot of programs. It is very clean and has a good team of teachers.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 59% in 2012.
298 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
299 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 86% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
344 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
335 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 49% in 2012.
228 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
335 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
109 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
348 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
338 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 80% |
| Females | 83% |
| Males | 75% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 88% |
| Students with disability | 47% |
| Students with no reported disability | 81% |
| English learner | 13% |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 53% |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 87% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | 79% |
| All Students | 74% |
| Females | 74% |
| Males | 76% |
| African American | n/a |
| Asian | 97% |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 83% |
| Students with disability | 37% |
| Students with no reported disability | 77% |
| English learner | 17% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 53% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | 74% |
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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 80% |
| Males | 78% |
| African American | n/a |
| Asian | 97% |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 87% |
| Students with disability | 41% |
| Students with no reported disability | 81% |
| English learner | 17% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | 76% |
| All Students | 72% |
| Females | 73% |
| Males | 70% |
| African American | n/a |
| Asian | 97% |
| Filipino | n/a |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 83% |
| Students with disability | 35% |
| Students with no reported disability | 74% |
| English learner | 16% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | 71% |
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 | 88% |
| Females | 91% |
| Males | 85% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 88% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 93% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | 88% |
| All Students | 77% |
| Females | 77% |
| Males | 78% |
| African American | n/a |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 87% |
| Students with disability | 23% |
| Students with no reported disability | 81% |
| English learner | 14% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 15% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 84% |
| All Students | 33% |
| Females | 30% |
| Males | 36% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 34% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 38% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 35% |
| Students with disability | 4% |
| Students with no reported disability | 43% |
| English learner | 10% |
| Fluent-English proficient and English only | 38% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 17% |
| Parent education - high school graduate | 60% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | 23% |
| Parent education - declined to state | 27% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 72% |
| Females | 69% |
| Males | 75% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 81% |
| Students with disability | 21% |
| Students with no reported disability | 78% |
| English learner | 9% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 7% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 73% |
| All Students | 82% |
| Females | 80% |
| Males | 83% |
| African American | n/a |
| Asian | 97% |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 88% |
| Students with disability | 35% |
| Students with no reported disability | 86% |
| English learner | 10% |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 85% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 6
Grade 7
Grade 8
All students
Female
Male
All students
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 64% | 28% | ||
| Hispanic or Latino | 22% | 49% | ||
| Asian | 9% | 8% | ||
| African American | 2% | 7% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Filipino | 1% | 3% | ||
| Multiple or No Response | 1% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 8% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 21% | N/A | 52% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 29 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 14 | 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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1500 East Hillcrest Drive
Thousand Oaks,
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Phone: (805) 495-7429
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