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GreatSchools Rating

Wildwood Elementary School

Public | K-5

 
 

Last modified
Community Rating

5 stars

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

Teacher quality

Principal leadership

Parent involvement

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17 reviews of this school


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Posted April 27, 2014

This school has it all, at times it seems like it's an entity of it's own, with the benefits of a public school (accountability, in my neighborhood and free), yet the attention and and care of a small unique school which is very hard to find these days. I haven't spoken to one person who hasn't raved about Wildwood. The children and parents alike all cry when their children move on after 5th grade. Truly a life long family here, and the students all excel as they move on to middle school and beyond.
—Submitted by a parent


Posted February 22, 2014

We just moved my daughter here last Oct. 2013 and we are very happy with the school. Awesome principal; Administration is wonderful; PTA is together; the teachers are caring. We love it here. My daughter is doing way better at this school. Clean. Parents and students are involved. Principal is wonderful.
—Submitted by a parent


Posted February 20, 2014

Only three simple words are needed for this review: The Best School! It doesn't get better than this.
—Submitted by a parent


Posted August 21, 2013

Wildwood elementary school has leaders and teachers that go above and beyond. Their academic strategies and unique ability to create a sense of community make learning valuable and fun to the students. Students and families thrive, grow and learn together at this remarkable school.
—Submitted by a parent


Posted May 29, 2012

We moved to Thousand Oaks at the beginning of this school year. My son was hurt in a boating accident the weekend before school started. The staff, students, teachers, and the principal have been supportive, helpful, caring and encouraging the entire year. My daughter tried out for student council, something she would have never done at her old school. We all love this school and feel very fortunate to have our kids enrolled here.
—Submitted by a parent


Posted April 3, 2012

A very involved parent body. A hands on principal. A strong community feel. It is an excellent place given public school education contraintst.
—Submitted by a parent


Posted September 29, 2011

My son had a lot of difficulty in school last year. His focus was way off and I was going to pull him out of sports to help him focus more on academics. The principal suggested running some tests before he felt he was being "punished" for his grades not being up to par. It turns out he had a slight learning disability, the school has been phenomenal in working with him. His grades improved and his self esteem shot up... and he was even able to keep playing his sports. I can't thank this school enough for stepping up, identifying the problem, and coming up with a solution. GREAT GREAT GREAT school!
—Submitted by a parent


Posted October 5, 2010

This is our 2nd year at Wildwood after transferring from another local school. We made the best decision ever for our family to send our children here. What a community of families and school leaders coming together for students. This school has the best PTA and parent volunteers. And the API scores go up every year. Love Wildwood!
—Submitted by a parent


Posted June 27, 2010

The best school! We also feel so lucky to have our children attend this incredible school, where the teachers and staff are so caring, the education top notch (see the new API scores!), the fun and exciting events that are always going on, and the families and friends we have made are some of the life's best. Mr Hedin, the principal, is a wonderful and dedicated leader of some of the most amazing teachers. Thank you to the Wildwood staff for their love, committment, dedication and school pride. ~Go Wildwood Tigers!
—Submitted by a parent


Posted April 27, 2010

A fantastic staff, THE best Principle, and amazing teachers help make this school a true winner. I am also very impressed with the PFA.
—Submitted by a parent


Posted September 23, 2009

I took my kids out of Wildwood because it seemed to me that they do not offer many choices to students. They are not into inovation or change,they just keep doing the same thing over and over. You have teachers that have had the same grade for years. Good teachers are, Mrs Haxton,Mrs. Brush, all second grade teachers. First grade teachers are so,so. And the rest are all good. I do not like the PTA parents, they just can not think about different fund risers. No special assemblies for kids. Overall the school is good if you are willing to supply a lot of extra time working on your own with your kid and paying all sort of extra classes to supplement what the school lacks.
—Submitted by a parent


Posted August 7, 2008

I can't tell you how wonderful of a short experience we had here. We had no idea how wonderful the teachers and staff were until we had to transfer to a new school within a short period. The new school is not great so we are going to a private school. Had we had a choice to stay at Wildwood, we would rate it over the others. The new principle is in fact excellent and very helpful and parent participation was at a very high level. Everyone involved with the school put forth every effort to make the school a positive high energy space to participate in!!!
—Submitted by a parent


Posted May 30, 2008

We transferred over from University to Wildwood 2 years ago. What a difference in teachers. University teachers were nice, but the Wildwood teachers were fabulous. The teachers at Wildwood are a cut above. Especially Mrs. Brunsell, who teaches 5th grade! She is brilliant, organized and inspires the kids to be the best they can be. She teaches a morning math class before school with Mrs. Moorehead another excellent 5th grade teacher. As parents we want the best education, loving, brilliant teachers who make learning fun. Wildwood is a small school, but Our Teachers here are more exceptional than any other private or public school.
—Submitted by a parent


Posted May 19, 2008

Although teachers are excellent, the new principal is a kind of an optimism. He couldn't understand how we were serious when my daughter has been bullied. The school councelar is coming just once a week, so she can't help when they need her help. Also she seems to need to have the princeple permission, it makes the problem worse. This school is small and very conservative. Music band was built up by PTA lasy year but it has almost gone by this principle.
—Submitted by a parent


Posted July 3, 2007

I love this school. Wildwood has provided such a wonderful experience for my child in her first year of school. All of the teachers re fantastic, but Ms. Bernas is an angel. She took out the time to get to know and understand each and ever student in her class. She made my daughter feel special, loved and safe; creating an environment that allowed my daughter to associate positive feelings with school and learning. This was the best first year of school I could have asked for and an amazing platform for learning. The parent participation is fantastic and the staff is very supportive. The music program and Art masters was just the icing on the cake. I could not recommend a school more highly.
—Submitted by a parent


Posted May 4, 2005

Wildwood has been a fantastic school experience for my kids. My son started in 3rd grade and my daughter in Kindergarten when we moved here over 3 years ago. The quality of the teachers has been consistently exceptional. Wildwood has adopted Math and English programs that have been very successful and they keep the curriculum stimulating for the children. The PTA is strong and funds an Art Masters program, P.E. specialists and there is a musical instrument program before school once or twice a week (for a fee). The principal, Darlene Hale, just joined the school in Fall of 2004 and is the best combination of heart, brains and diplomacy. Children are encouraged at all times to be people of good character as well as hard-working students. Add to that brand new playground equipment, a well-stocked computer lab and huge, grassy fields to play on. It can't be beat.
—Submitted by a parent


Posted March 16, 2005

3 of my children attended Wildwood. It was a good school. We came from a private school and felt the education was pretty close. There were some issues with the principal that we could have lived without, but she is no longer at the school, so it should be fine now. All the teachers my children had were wonderful, fun, caring people. They really tried to reach each kid at their own level. Parent participation is encouraged, which is wonderful. The PTA was run well and parents were always encouraged to pitch in and be involved. Overall, Wildwood was a great experience for my children.
—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

916

Change from
2012 to 2013

+11

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

1 / 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 2013

This school's
API score

916

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

+11

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)

1 / 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 56% in 2013.

60 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
86%

2011

 
 
77%

2010

 
 
80%
Math

The state average for Math was 65% in 2013.

60 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
81%

2011

 
 
86%

2010

 
 
83%
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

The state average for English Language Arts was 46% in 2013.

71 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
61%

2011

 
 
56%

2010

 
 
76%
Math

The state average for Math was 66% in 2013.

71 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
77%

2011

 
 
68%

2010

 
 
79%
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

The state average for English Language Arts was 65% in 2013.

66 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
91%

2011

 
 
89%

2010

 
 
78%
Math

The state average for Math was 72% in 2013.

67 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
87%

2011

 
 
83%

2010

 
 
92%
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

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

66 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
87%

2011

 
 
78%

2010

 
 
89%
Math

The state average for Math was 65% in 2013.

64 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
84%

2011

 
 
73%

2010

 
 
84%
Science

The state average for Science was 57% in 2013.

66 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
76%

2011

 
 
82%

2010

 
 
87%
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 Students88%
Females92%
Males85%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantaged58%
Not economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability93%
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)n/a
Parent education - college graduate91%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a

Math

All Students88%
Females85%
Males91%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged58%
Not economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only88%
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)n/a
Parent education - college graduate91%
Parent education - graduate school/post graduate91%
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

English Language Arts

All Students73%
Females67%
Males79%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantagedn/a
Not economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only74%
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)n/a
Parent education - college graduate75%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

Math

All Students75%
Females70%
Males79%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantagedn/a
Not economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability77%
English learnern/a
Fluent-English proficient and English only76%
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)n/a
Parent education - college graduate72%
Parent education - graduate school/post graduate90%
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

English Language Arts

All Students82%
Females84%
Males80%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantagedn/a
Not economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)83%
Parent education - college graduate83%
Parent education - graduate school/post graduate85%
Parent education - declined to staten/a

Math

All Students85%
Females81%
Males88%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantagedn/a
Not economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)92%
Parent education - college graduate79%
Parent education - graduate school/post graduate95%
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

English Language Arts

All Students81%
Females89%
Males76%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantagedn/a
Not economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only82%
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)55%
Parent education - college graduate91%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a

Math

All Students79%
Females69%
Males86%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantagedn/a
Not economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only79%
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)n/a
Parent education - college graduate86%
Parent education - graduate school/post graduate85%
Parent education - declined to staten/a

Science

All Students86%
Females78%
Males92%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantagedn/a
Not economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only86%
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)73%
Parent education - college graduate96%
Parent education - graduate school/post graduate90%
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 67%
Hispanic 15%
Asian 10%
Two or more races 6%
Black 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 16%N/AN/A
English language learners 11%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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620 West Velarde Drive
Thousand Oaks, CA 91360
Phone: (805) 492-3531

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