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Teacher quality
Principal leadership
Parent involvement
VPE is a great school with very involved parents and teachers. Every school has its challenges, both financial and academic, but VPE strives to get past the challenges by coming up with creative solutions. The teachers are a tight knit group that seems to enjoy working together despite differences in age, personality and experience. There are a group of parents that seem to be at every event, fundraiser, fieldtrip and classroom party, sleeves rolled up and ready to work. There are other parents who contribute financially to fundraisers and sponsorship opportunities. And then there is the other 70% of the school... Reaching out to these parents to get involved in any small way is neccesary and vital to the success of our children. This school needs many physical improvements to the buildings and grounds, but it's slowly getting there due to a diligent group of parents. Overall, VPE is a small neighborhood school with a lot of spirit and loyalty and pride. Tradition is important here. Many parents were students here, themselves. This school is a wonderful school and we are proud Bobcats!
—Submitted by a parent
My kids have been attending this school for 2 years now and I couldn't be more pleased. The principle, Debra Larson, is warm, friendly and accessible. The teachers are wonderful and I love that they radiate how much they enjoy what their doing and the tremendous impact they have on the kids. This school - teachers and principle - is off the charts fantastic.
—Submitted by a parent
I am not sure what principal the reviewer from 3/7/10 is talking about but the principal at Villa Park Elementary never walks the playground, never greets the kids and the only time she comes out of her office is to yell at parents through a bullhorn who pause a little too long to pick up their kids after waiting in a 300 yard long line that creates traffic hazards on Katella Ave. We have been at this school through 4 principals and this is by far the worst I have ever seen this school. So sad.
—Submitted by a parent
Villa Park Elementary is a great school. It is a safe environment where learning is a priority. The principal is involved and is accessible to students and parents. The office staff is friendly and helpful. The teachers care about the students and do an excellent job in spite of the growing size of their class due to budget cuts. There is a lot of parent participation and the after school programs are fabulous. We love it at VPE!
—Submitted by a parent
VIllas Park is a good school. My daughter is in the Kindergarden and her teacher is excellent. she is Mrs. Sonksen, my daughter is lucky to have her , she is subtitude for Mrs. Reagan, but she is so wonderful.
—Submitted by a parent
VPE has great, concerned teachers, dedicated staff and supportive families!
—Submitted by a parent
I give the school 5 stars. With the current slate of teachers, I feel my last of 3 children will receive a quality education. The school has a diverse student population and a high level of engaged parents. The environment is welcoming and my kids have all enjoyed going to school there.
—Submitted by a parent
I am very pleased with how teachers interact with students especially because the class size is small and they can provide more attention to all students. I am very grateful that my children are attending VPE and I am very happy with their achievement.
—Submitted by a parent
All three of my kids have gone through VPE. It has been a great experience. All of the teachers have been outstanding and care. Excellent parent involvement and the staff really cares about the students learning. I would give it a 10
—Submitted by a parent
Villa Park Elementary is a quaint little school with a whole lot of character. My son has attended since kindergarten and is now in first grade. He is in a class that has two teachers who split up the week. This has proven to be quite beneficial. Each teacher brings a different approach while promoting the same curriculum. We love VPE!
—Submitted by lisa Brent-Whitcomb, a parent
V.P.E. has been a great school for both of my children. The expectations there are high and my children strive to reach those expectations. The teachers have been very good and there is heavy parental involvement. It's all good!
—Submitted by a parent
I am appalled at how much needless (time consuming) repetition there is in the masses of homework that is sent home for my kids daily. When they see the quantity of work that is ahead of them it seems to overwhelm them before they even get started, which only creates unnecessary stress.
—Submitted by a parent
My son is a kindergartener and so far the experience has been great! My son loves to go to school everyday because he loves his teacher. He has learned so much in the short time he has been at Villa Park Elementary. For the past 5 months he has attended Villa park, he has learned how to write, recognize numbers up to 100 and just how to behave in a classroom while he is being tought! The parent participation is so great in that school. It is encouraged that every parent participates, which is good because being apart of your childs education is so important. I am looking forward to the upcoming years with Villa Park Elementary!
—Submitted by a parent
My girls were at VPE for the last 9 years. I really miss the comfort of knowing they were up the street and in great hands. It's not as small and personal as it was in the beginning but for a school its size it's incredible. The teachers we had were wonderful and Ms. Marshal is in control. And the parents are so involved - because involvement is welcomed. We loved it. It's a Great School and I'm very thankful that we were there and a part of it for all the years. We (all of family) made wonderful friends there that will be with us for our lifetime! Can't say enough good things about Villa Park Elementary. Anyone would be so lucky to enroll there! We moved here for the schools but had no idea what a great thing we were really getting into!
—Submitted by Leissa Nazzareno, a parent
I have two children currently enrolled in VPE I am so happy with their teachers and the principal. I have been happy with the communication from school to home I am especially happy with the new phone communication the principal has implemented. Many thanks to the teachers for doing such a wonderful job with my children.
—Submitted by Alicia Morgan, a parent
I have one child who just left VPE and one who is in 1st grade. I have had nothing but positives to say about VPE. From the principal to the teachers and the office staff. My daughter started there in Kindergarten and there was one teacher in 7 years that I did not care for. She has many wonderful memories of VPE that she will share with her children.
—Submitted by Laura Campbell, a parent
I am very please with our principle and all the hard work she has put in to make our school the best it can be. She truly wants to hear from everyone on all comments. My children have attended VPE for the last 6 years and have had an awsome experience. We had several teachers complete their Masters Degree last year alone. One child of mine has greatly improved with the Push In Program and after school tutoring that was availible. The push for strong academics has been a life saver for my child who is now brought up to grade level. I am so happy my children attend a school that truly cares for each student.
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.
84 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% 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 48% in 2012.
93 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
93 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.
90 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
91 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.
102 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
102 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
102 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.
92 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
94 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 | 95% |
| Females | 92% |
| Males | 98% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 100% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 95% |
| 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 | 97% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 100% |
| Females | 100% |
| Males | 100% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 100% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 100% |
| Students with disability | n/a |
| Students with no reported disability | 100% |
| English learner | n/a |
| Fluent-English proficient and English only | 100% |
| 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) | 100% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 100% |
| 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 | 96% |
| Females | 98% |
| Males | 93% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 87% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| 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) | 95% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 96% |
| Females | 96% |
| Males | 96% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 93% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| 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) | 95% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 100% |
| 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 | 97% |
| Females | 97% |
| Males | 96% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 95% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 100% |
| Students with disability | n/a |
| Students with no reported disability | 97% |
| English learner | n/a |
| Fluent-English proficient and English only | 98% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 100% |
| Parent education - some college (includes AA degree) | 92% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 94% |
| Females | 93% |
| Males | 96% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 95% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 88% |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 95% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 100% |
| Parent education - some college (includes AA degree) | 88% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 100% |
| 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 | 92% |
| Males | 88% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 88% |
| 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 | 90% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 88% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 88% |
| Females | 83% |
| Males | 94% |
| African American | n/a |
| Asian | 89% |
| Filipino | n/a |
| Hispanic or Latino | 88% |
| 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 | 88% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 91% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 95% |
| Females | 91% |
| Males | 98% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 94% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 91% |
| Parent education - some college (includes AA degree) | 96% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 100% |
| 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 | 98% |
| Females | 98% |
| Males | 98% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 100% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 98% |
| Students with disability | n/a |
| Students with no reported disability | 98% |
| English learner | n/a |
| Fluent-English proficient and English only | 98% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 100% |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 97% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 94% |
| Females | 95% |
| Males | 94% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 93% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 95% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 91% |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 94% |
| 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
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
Fluent-English proficient and English only
Gifted and talented
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 | ||
|---|---|---|---|---|
| White | 70% | 28% | ||
| Hispanic or Latino | 10% | 49% | ||
| Asian | 9% | 8% | ||
| Multiple or No Response | 8% | 3% | ||
| African American | 1% | 7% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Filipino | 1% | 3% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 3% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 5% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 74% | 85% | ||
| Vietnamese | 11% | 2% | ||
| Korean | 7% | 1% | ||
| Gujarati | 4% | 0% | ||
| Mandarin (Putonghua) | 4% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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10551 Center Drive
Villa Park,
CA 92861
Website: Click here
Phone: (714) 997-6281
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For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
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