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Teacher quality
Principal leadership
Parent involvement
Great school! Strong teachers, dedicated leadership, safe, warm, and caring environment. Strong academics and arts. Highly recommend
I had three of my children enrolled at Lilac Elementry from kindergarden to 5th grade.. I can say the teachers my children (on the acception of two) have been wonderful. Very kind and personable. Though the school has been in a funk the last two years, very disorganized. They do not want to hire another teacher even though they have the funding. So the children are being shuffled around to three to four different teachers and classroomsstarting in 3rd grade through 5th. This was very disruptive to my 3rd gradrer last year. I feel the principle is a complete bully and first hand experience, does not have the childrens best interset at heart. She is manipulating and is only looking out to make more money for the school. I am happy we have moved into a better school district where the compassion and kindness thrives. I think if they found a more suitable principle for Lilac, the teachers and children would be in much better hands.
—Submitted by a parent
My second child is in her final year at Lilac...my son (now in high school) did 2nd-5th grade there, and my daughter since kindergarten. I have nothing but praise for the school, the staff, the teachers, and the principal (especially the principal!). It has been an excellent learning and social environment for my two children, and it will be a sad day for us when we no longer have a child at Lilac next year. Both of my kids were in "GATE" programs, and were given room to grow beyond the required curriculum, encouragement to excel, and a real sense of belonging to the Lilac family. And family it is, especially when you add in the legion of parent volunteers who all contribute greatly to the school, and are appreciated by the principal and teachers!
—Submitted by a parent
I have two children in Lilac now, with the older one in the middle. school. The older one started the second year the school was open, and from the very first day, it has been a positive experience. As in other reviews, the principal is a dedicated individual who is so personable, you instantly like her. The children respect her where they want to please her so badly, and she gives each of them individual attention. No one wants to go to her office (for a negative reason), and that deterrent comes from a mix of strength and love that works beautifully with the children. Eveyone knows everyone and the atmosphere is one of a close community, where the parents and teachers work together for the benefit of the children. My children are doing extremely well, and I owe that to the teachers/staff who are intelligent, personable and hard working, and offer our students a variety of subjects where learning is exciting, not a chore. My kids love to go to school, and I hope this foundation Lilac has given them carries forward to the higher grades. The grade levl specific incentives (treasure box, color code behavior cards, gift cards for awards etc.) get the children excited to learn!
—Submitted by a parent
My two daughters are presently attending this school. This school has been successful because of the dedicated principal. She is by far one of the best principals I have ever known (I used to be an elementary school teacher). I get to experience this school as a parent and see it through the eyes of an educator as well. She is professional, hardworking and enjoys her profession. The students absolutely love her. The bilingual program is successful and the instructors are dedicated to the program. What impresses me most is that the principal decides what is best for the students and school (this means that not everybody will agree with her).
—Submitted by a parent
I love LILAC ELEMENTARY school. I have five children, one now in High School that started his second grade year there down to my youngest who is going in to Kindergarten. With five kids I have experienced just about everything possible at Lilac. From the bilingual program, bullies (every school has them), teachers, parents, bell ringing ceremonies, wildfires, special needs/resource classes, AR (Accelerated Readier) Program. This school does so much for the kids the list could go on and on. My kids are very happy there and love the entire staff. The principal is the best principal I have ever met and has always treated my kids with respect and love. Just watch her walk around the campus and the kids run up to her with huge smiles. Would recommend the community and Lilac school to EVERYONE!
—Submitted by a parent
Bilingual program is not "as advertised"-specifically the fact that the "Spanish experts" are not proficient or near proficient in English and this matters more and more as the students progress through the grade levels. More important - teacher moral/attitude toward students and teaching is at unacceptable levels in the upper grades. Recommend: don't go bilingual, especially if you have an accelerated student, and keep in close communication with your child and regular communication with other parents.
—Submitted by a parent
My son is in Kindergarten and I know he loves school,The teachers and principal are striving for excellence and take their jobs seriously. Treasure box, all day every day ticket and bell ringing is incentives for the students to get with the program and I could not be happier with the work the school has done.My son is now a beginner reader and all I ever did was homework with him.
—Submitted by a parent
Both my children are going through to bilingual program and loving it. They enjoy learning not only through writing and speaking, but by singing in spanish, learning about the culture through dance and history projects, and through different types of art. What I particularly like as a parent is that there are school wide 'pods' for reading and math so each child goes to a group that is at the level they need to be engaged and challenged. The education my kids are receiving is excellent.
—Submitted by a parent
I am very pleased with Lilac's performance. My son enjoys school and likes to be involved in different activities. I see the whole school striving to excel with the direction of a strong and focused principal. I volunteer and visit the school regularly and always find the principal out and about, easily accessible to students and parents. Lilac's high academic marks reflect the staff's dedication.
—Submitted by a parent
I have 3 children at Lilac School and couldn't be happier with not only the education they are receiving, but also the overall experience they are having during these formative years in their lives. The teachers are absolutely wonderful and nurturing and I couldn't ask for a more passionately involved principal. Every child's well being is her first concern. I highly recommend Lilac School to anyone....LILAC ROCKS!!!!!
—Submitted by a parent
From the moment you drive over the bridge and through the beautiful oak trees you can feel that Lilac School is an amazing place. My daughter has grown so much academically in the kindergarten bilingual program. It is amazing to me that she is only 5 and already bi-literate! The school has the feeling of a small community where kids come first. Lilac Rocks!
—Submitted by a parent
I am a first time Mom to the public school system and was reluctant to participate. I heard such great reviews from parents around town (and other towns) about Lilac Elementary, I convinced my husband to give it a chance. The Principal is outstanding! She cares about the children and about discipline. My child loves going to school, has an amazing teacher, and her safety and learning abilities have been watched closely. She is learning beyond my expectations and amazment. It is obvious that the Principal and staff put the children first. We are proud that our daughter has had the opportunity to attend Lilac Elementary and we look forward to putting our son in the system as well. Here are a few words that honestly describe the Principal: patriotic, determined, loving, caring, honorable, respectful, a great leader, and thus the school continues to be a very high performing school.
—Submitted by a parent
My kids went to Lilac and had the worst experience. One of the teachers was very mean to my child to the point where my child was scared to go to school. The Principle was out of hand and very rude. Prior to going to Lilac my kids did really well in school and were very happy. When they attended Liliac it was like a huge change in them and they were all very unhappy. The principle of the school treated my kids unfair and cruel. It was a very sad and painful experience for my kids.
—Submitted by a parent
Average school for this area. Concerned about teacher to student ratios and rowdiness in classrooms/school grounds. Better than most Escondido schools, but not as impressive as we'd hoped.
—Submitted by a parent
My daughter just started Lilac Aug 2007 and so far it's been great the district is great as well with the fire at hand right now the district called us at 630am on monday at 547am to let us know there was no School on the recored message and as to date they have keep us updated. This is one informed city. Lilac Rocks!!!!
—Submitted by a parent
We have been very happy with all aspects of Lilac. Our son just completed kindergarten and is in the bilingual program. My husband who went to private schools all his life had his doubts but is thrilled so far. Parent volunteers are highly encouraged. The principal appears to know every student by name. My son loves and respects her despite having to 'visit' her office for bad behavior on occasion.
—Submitted by a parent
The teachers are great and care about kids. My son has made tremendous gains in reading and math. The principal is a different story. I wish she would share the passion of the teachers.
—Submitted by a parent
We love Lilac! My daughter is in the biligual program with a wonderful teacher. It is amazing to see how far they have come since the beginning of the year. The teacher and staff are all very caring and the parent involvement is great.
—Submitted by a parent
We have been here at this school for 9 months. I feel parent involvement is good. This is a great public school that has the feeling of a private school.
—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.
106 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
106 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.
87 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% 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 67% in 2012.
79 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
84 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.
72 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
73 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
71 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 | 58% |
| Females | 60% |
| Males | 55% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | 62% |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| English learner | 32% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 28% |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | n/a |
| All Students | 58% |
| Females | 58% |
| Males | 59% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | 54% |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| English learner | 32% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 34% |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 93% |
| 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 | 55% |
| Females | 50% |
| Males | 60% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | 42% |
| Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | 43% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 24% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 77% |
| Males | 86% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | 79% |
| Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | 72% |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 61% |
| Parent education - high school graduate | 85% |
| Parent education - some college (includes AA degree) | 84% |
| Parent education - college graduate | 94% |
| 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
| All Students | 71% |
| Females | 79% |
| Males | 63% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 89% |
| Students with disability | 82% |
| Students with no reported disability | 70% |
| English learner | 60% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 55% |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 76% |
| Males | 76% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 92% |
| Students with disability | 67% |
| Students with no reported disability | 79% |
| English learner | 68% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 57% |
| Parent education - high school graduate | 89% |
| Parent education - some college (includes AA degree) | 75% |
| 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
| All Students | 75% |
| Females | 76% |
| Males | 74% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | 45% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 47% |
| Parent education - high school graduate | 81% |
| Parent education - some college (includes AA degree) | 92% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 78% |
| Males | 69% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | 82% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 79% |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 81% |
| Males | 71% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | 36% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 94% |
| Parent education - some college (includes AA degree) | 83% |
| 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
All students
Female
Male
All students
Hispanic or Latino
American Indian or Alaska Native
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
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic | 45% | 51% | ||
| White | 40% | 27% | ||
| American Indian/Alaska Native | 10% | 1% | ||
| Asian | 2% | 11% | ||
| Black | 1% | 7% | ||
| Two or more races | 1% | 3% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 37% | N/A | 54% |
| English language learners 2 | 30% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 98% | 85% | ||
| All other non-English languages | 1% | 1% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 13 | N/A | 11 |
| Average years teaching | 15 | 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 |
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| Fax number |
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| Extra learning resources offered |
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Tips for understanding school culture
TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.
30109 Lilac Road
Valley Center,
CA 92082
Website: Click here
Phone: (760) 751-1042
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