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Teacher quality
Principal leadership
Parent involvement
I have been a Tesoro parent since it's inaugural year. Over the course of time and horrendous budget cuts in California, the school has changed to no fault of it's own. The principal is outstanding. The office staff is warm, hospitable and efficient. The PTA is outstanding. However, class sizes have escalated from the 22 per class it started with to over 30 just in kindergarten; greater in the upper grades. Teachers are displaced from the grades they are accustomed to and enjoy teaching while most of the dynamic, younger teachers have been laid off. There are a few veterans that are absolutely outstanding but the tenured lay offs have also left less enthusiastic and less efficient teachers to teach also. This has greatly impacted the level of education provided at this school and most in the Saugus Union School District. Other local districts seem to have prepared better that SUSD. The impact this has made on the classroom, the teacher and students will be felt for years to come. It's a shame because this was and could be a superb, top-notch campus comparable to any private school.
—Submitted by a parent
We are so happy with the Tesoro Elementary, I had an excellent experienced with my child attending Kindergarden, the teacher was just outstanding, and the staff cares not only for the children but for the parents. I have nothing bad to say about this School. I love how my little one was constantly challenged in her academics.
—Submitted by a parent
This is very good school. My son is attening the school and my daughter attended the school from year one of openning. My son attended from pre-K and I have no issues. The school has solid teachers and the principal is well seasoned. After school enrichment classes are great and my children love them.
—Submitted by a parent
This is a fantastic school in a great community. The Principal and teachers are absolutely wonderful. It's a model school. I cannot imagine anyone not satisfied with this school. Children there are respectful towards their teachers, peers and enthused about learning in the classroom. My daughter attended Tesoro since the beginning and enjoyed every moment there. She is now in Junior High doing very well due the great preparation she got at Tesoro Elementary.
—Submitted by a parent
Principals favor children that afre spoiled and rotten, and beleive everything they say. Children are framed all of the time.
Tesoro del Valle Elementary is an exceptional school. Our first year was truly better than we could have even imagined. Every single employee (from the custodian to the nurse; front office staff to the teachers) cares about the students. When you enter the school, it feels like you are entering a family where people take the time to learn your name. The school is very academic - students have homework nightly, and parents are expected to be involved in the learning process. This is what sets Tesoro apart - parents are in the classrooms volunteering, helping out in the library, and donating time and money to the very involved PTA. Because of this parental involvement, Tesoro has an excellent library, new computers, a full-time music and physical education teacher (which have been eliminated at many schools), a fabulous art program, and several assemblies and events throughout the year. When we had a concern about bullying, it was dealt with swiftly and professionally by the responsive principal, yard duty staff and teachers. As I said, EVERYONE truly cares about the students and their families, and it shows! We are so grateful for this exceptional school!
—Submitted by a parent
We love this school! Our son loves going to school every day, and so do all his friends. The teachers are energetic and engaging, and they involve parents in the learning process. A weekly newsletter is sent home from the principal, and an email is sent home each week from the teacher as well, detailing the week's homework, projects and any special activities or information that needs to be shared. Children have nightly homework, and are also expected to read for 20 minutes (which is a GREAT habit to start at this age). Parents are involved in every aspect of the school - homework, planning fun events (father-daughter dance, mother-son bowling, fall festival, etc), PTA, volunteering in classrooms. My son had a non life threatening medical emergency at school and they called me instantly, beginning with, "Your son is okay, but...." which was much appreciated. No one likes to see their child's school on call display! I appreciate that they handled it calmly, professionally, and immediately. It is nice to know that he is in great hands. We're so pleased with Tesoro. The teachers are wonderful & caring, and they make learning fun!
—Submitted by a parent
Tesoro del Valle is a wonderful school. Our son was new to the US school system and faced several challenges. My son's teacher was so patient and helped us to navigate through the various programs available to help our son - even the principle got involved. The staff is very friendly and welcoming. We look forward to another year at Tesoro.
—Submitted by a parent
My son has been enrolled at Tesoro since kindergarten and is now in 4th grade. I have been blessed that my son, and now his sister have had the opportunity to attend this wonderful school. The teachers are focused on the needs of all children and hold very high expectations for their students. Parents are asked to be involved with their child in all areas of learning and the rewards are evident in all they do. The teachers are kind, but hold the kids accountable, which is very beneficial.
—Submitted by a parent
Tesoro is an excellent school. The parents and teachers are involved with the students progress and the school has a very active PTA involvement. Both my kids have developed good study habits because of the daily homework requirement. The school/PTA also offers different enrichment classes through out the school year.
—Submitted by a parent
I am a Physics Professor who finds this school one of the best ever. I moved with my family to the area mainly because of the extraordinary schools in the area. During these 4 years, Tesoro del Valle has exemplified what a great school is all about. The Teachers, Staff, facilities, Principal and PTA are remarkable and the location is ideal. My daughter is in 4th grade and has learned a great deal of math and science through daily homework, lectures, activities, etc. I can attest that because my wife and I are involved very closely with her daily, intense homework. A number of kids who transferred from some private schools have had difficulties to adjust to the serious pace of Tesoro del Valle. Above all, this school has a great environment and its location is in a beautiful and safe community. What else can you ask for?
—Submitted by a parent
As first time parents of a Kindergartener, we are extremely happy with the classroom learning and how excited our daughter is about attending school every day. The school newletter comes home with her every week as does the weekly letter from the teacher with the schedule of activies and classroom assignments. Commincation between the parents and teacher is excellent. I especially like the size of the school and the classrooms. I forgot to pack a snack for my 5 year old for her nutrition break, I panicked and called the office. They offered to help me and delivered graham crackers to her. The sense of community between parent and school is great. We also go to the after school program at Tesoro and very pleased with Ms. Susie and all the counselors.
—Submitted by a parent
Tesoro del Valle is a fantastic school. The teachers are wonderful, so full of enthusiasm. My child loves going everyday. As with any new school there are challenges to meet; more library books are needed to fill the new library. However the school has a very active PTA and many parent volunteers helping to improve and enhance an already terrific school. My son has attended Tesoro since it opened. He has had nothing but wonderful teachers all four years. I would highly recommend this school.
—Submitted by a parent
I could not be happier with the school and my child's kindergarten teacher. They clearly set high standards and ensure that each child is challenged to his or her own level without completely overwhelming them. I am amazed at how much they have learned already in three short months.
—Submitted by a parent
I am so happy with the level of teaching and the amount of activities and homework given at kindergarden. Appreciate the effor teachers put in preparing the homework and it was nice to know that teacher knows minute things about the student which we went over during the parent teacher meet.
—Submitted by a parent
We moved here due to the schools and have been so happy with Tesoro. I have 2 kids at the school and both just love going every day. The school staff have done a great job of keeping the kids interested in school and learning so much in a short period of time. The school is only 3 years old so it will continue to get better every year.
—Submitted by a parent
I've been very disappointed with the school. My child joined from private school. We moved here because of the schools. We got a split class. There are 3 teachers and there's very little teaching going on. We went from all 'A''s to getting B- and C's. My child is discouraged. His favorite class is recess. The month before state testing all learning stopped and we concentrated on the test only. After the test it seemed like the school year ended and there was no need to teach anymore. We [are] looking to return to private school.
—Submitted by a parent
Parent of a 1st grader and 4th grader.....They love it at Tesoro.
—Submitted by a parent
We are very pleased with Tesoro Elementary. Not only are the teachers outstanding, they've also got a strong network of volunteers, PTA members, staff and supporters. Our daughter is in the second grade. She enjoys being a part of the enrichment classes given at the school. So far, she has taken a water color and pastel class. She also enjoys the music class, given once a week. I enjoy volunteering in my daughters class. The teacher is fantastic with the children. We are proud to have our daughter attend one of the best schools in the valley.
—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.
88 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
88 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.
86 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
87 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.
68 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
70 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.
90 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
90 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
90 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 59% in 2012.
86 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
86 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.
2012
2011
2010
2009
The state average for Math was 52% 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 | 88% |
| Females | 84% |
| Males | 90% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | 90% |
| Fluent-English proficient and English only | 87% |
| 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) | 82% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | 84% |
| Males | 86% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | 86% |
| Fluent-English proficient and English only | 85% |
| 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) | 91% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 86% |
| 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 | 73% |
| Females | 81% |
| Males | 63% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| 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 | n/a |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 84% |
| Males | 76% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| 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) | 64% |
| Parent education - college graduate | 89% |
| 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 | 88% |
| Females | 95% |
| Males | 81% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 88% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| 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 | 86% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | 73% |
| Males | 73% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | n/a |
| Fluent-English proficient and English only | 70% |
| 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 | 67% |
| Parent education - graduate school/post graduate | 84% |
| 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 | 84% |
| Females | 84% |
| Males | 83% |
| African American | n/a |
| Asian | 79% |
| Filipino | 92% |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| 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) | 73% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 74% |
| Males | 85% |
| African American | n/a |
| Asian | 86% |
| Filipino | 92% |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| 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) | 82% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 72% |
| Males | 87% |
| African American | n/a |
| Asian | 79% |
| Filipino | 92% |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| 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) | 82% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 74% |
| 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 | 90% |
| Females | 100% |
| Males | 82% |
| African American | n/a |
| Asian | 94% |
| Filipino | 85% |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| 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 | 86% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 81% |
| Males | 84% |
| African American | n/a |
| Asian | 88% |
| Filipino | 77% |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 84% |
| 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
| 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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | 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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | 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 |
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
Grade 6
All students
Female
Male
All students
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
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 | 44% | 28% | ||
| Hispanic or Latino | 19% | 49% | ||
| Asian | 18% | 8% | ||
| Filipino | 9% | 3% | ||
| African American | 6% | 7% | ||
| Multiple or No Response | 3% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 13% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 5% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Korean | 30% | 1% | ||
| Spanish | 25% | 85% | ||
| Filipino (Pilipino or Tagalog) | 19% | 1% | ||
| Farsi (Persian) | 5% | 0% | ||
| All other non-English languages | 4% | 1% | ||
| Hindi | 4% | 0% | ||
| Urdu | 4% | 0% | ||
| Russian | 3% | 0% | ||
| Arabic | 1% | 1% | ||
| Armenian | 1% | 1% | ||
| Portuguese | 1% | 0% | ||
| Vietnamese | 1% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 23 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 8 | N/A | 11 |
| Average years teaching | 11 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| School Leader's name |
|
| Special schedule |
|
| Fax number |
|
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29171 North Bernardo Way
Valencia,
CA 91354
Phone: (661) 294-5380
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