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Teacher quality
Principal leadership
Parent involvement
Amazing school community. The teachers are creative, hardworking and nurturing. The parents are very involved. PFC makes it possible for lots of technology, art, PE and music program!
—Submitted by a parent
VERY DISAPPOINTING! Educational approaches are traditional. Many teachers are just coasting - teaching the same dry material they have for 20 years, with minimal interaction and creativity required from students. The culture at school is warm, but there are many disgruntled parents who feel let down by teachers and administration. Our kids have friends at other local schools who have great art and music classes in school and can't understand why Chaparral does not offer these opportunities.
—Submitted by a parent
A top rate school with excellent teachers. One of the wonderful things about Chaparral is that it is the center of the community and the kids grow up together.
—Submitted by a parent
This school is excellent. Home prices have stayed stable in a bad economy due to everyone knowing about the great public schools in Calabasas. Teachers and parents and grandparents are all caring. Our grandsons love school and maybe the mother who complained should have volunteered to know more of what is going on. Our grandboys have started with K and now in grade 4 and grade 1. What a wonderful environment to learn. Teachers can be emailed and promptly answer parents concerns.
The families are obnoxious, with poor values, the former principal very visibly cared little about anything but herself, and while some of the teachers are very good, some are mediocre. My daughter had first grade teachers who had NO reading groups and days went by when no reading instruction went on. My child is on grade level only because of the amount of time I put into helping and teaching her at home. It's like the hours she's there are wasted. And their "enrichment" program that the ridiculous PFC is always begging for money to keep consists of games played at PE and the same musical singing program at the holidays that all schools have done for generations.
—Submitted by a parent
Great environment. Teachers and parents that care. Great fundraising for programs that have been cut in other schools.
—Submitted by a parent
Chaparral is a great school. The teachers and staff are caring, and I know my children will get a great education.
—Submitted by a parent
Chaparral has wonderful teachers, very involved parents and a great sense of community!
—Submitted by a parent
I love chaparral elementary school because the parents are so involved and the teachers are great!
—Submitted by a parent
All staff at Chaparral are AMAZING! Beautiful and clean school. My children excel in every subject due to the great teachers and environment.
—Submitted by a parent
All around a great school, with great teachers, parent Involvement and a wonderful staff...
—Submitted by a parent
sommer harding is inaccessible to anyone but the parent faculty club. she is not child oriented. she is trying to move up the ladder to administration. however after how she has treated people at this school as well as ac stelle as vice prinicpal and as a teacher in agoura, she has unfortunately made may enemies. try to get your kids into another school in the district until she is gone...
—Submitted by a parent
This is a terrific neighborhood school. The teachers truly care about the individual students and the parents create a warm community. The principal is doing an amazing job with the limited resources available to public schools.
—Submitted by a parent
I think Chaparral is a terrific school. The teachers in my experience (two graduates and one current 5th grader having gone through the school) have been very largely supportive and enthusiastic and I have found the administration to be supportiveWe have We have had 3 kids go through Chaparral. The administration and teachers have largely been enthusiastic and supportive. If I could choose from all the elementary schools in Calabasas I would have my kids at Chaparral. I truly think it is the best.
—Submitted by a parent
Given the state of public education, I think it's too easy to look back whimsically on our own childhood experiences and expect the same. Sadly, it's a losing comparison. This is a wonderful school, with caring teachers and engaged parents. Too often comments from parents seem to address the way they think the school should be run, rather than viewing it through their kid's eyes. Mine love the school and thus so do I.
—Submitted by a parent
Chaparral, like any other school, has both attributes that can be improved upon and appreciated. As a teacher, I'm disappointed that the reviewers can't appreciate a strong leader that supports her staff. We wouldn't think twice to 'drop by' and 'chat' with a lawyer and a doctor, yet an administrator that is managing 550 students and over 50 staff members should have an open door policy. Somer is a hardworking, fair, and thorough admin. who aims to balance the needs of teachers, parents, and students while maintaining the high expectations that LVUSD stands for. As adults, we might not always agree with decisions that are made, but I think it's imperative that remain objective. Chaparral is a great public school that aims to meet the needs of ALL of it's students and we are lucky that we have a new principal that can be actively involved in changing and improving the school.
—Submitted by a teacher
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.
91 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% 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 48% in 2012.
98 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
98 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.
114 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
114 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.
99 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
99 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
99 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 | 76% |
| Females | 73% |
| Males | 80% |
| 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 |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 79% |
| Students with disability | 46% |
| Students with no reported disability | 82% |
| English learner | 36% |
| 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 | 81% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 78% |
| Males | 87% |
| 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 |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 86% |
| Students with disability | 69% |
| Students with no reported disability | 86% |
| English learner | 45% |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 90% |
| 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 | 81% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 77% |
| Students with disability | 46% |
| Students with no reported disability | 79% |
| English learner | 61% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 86% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 88% |
| Females | 92% |
| Males | 83% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 91% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 88% |
| Students with disability | 62% |
| Students with no reported disability | 92% |
| English learner | 89% |
| 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 | 90% |
| Parent education - some college (includes AA degree) | 84% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 90% |
| 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 | 87% |
| Females | 93% |
| Males | 81% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 89% |
| Students with disability | 74% |
| Students with no reported disability | 89% |
| English learner | 75% |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 92% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 75% |
| Males | 78% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 79% |
| Students with disability | 68% |
| Students with no reported disability | 78% |
| English learner | 75% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 77% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | 82% |
| 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 | 89% |
| Females | 84% |
| Males | 94% |
| 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 |
| White (not Hispanic) | 89% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 90% |
| Students with disability | 92% |
| Students with no reported disability | 88% |
| English learner | 82% |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 90% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 76% |
| Males | 80% |
| 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 |
| White (not Hispanic) | 78% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 79% |
| Students with disability | 54% |
| Students with no reported disability | 81% |
| English learner | 55% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 86% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | n/a |
| All Students | 88% |
| Females | 82% |
| Males | 94% |
| 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 |
| White (not Hispanic) | 89% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 88% |
| Students with disability | 85% |
| Students with no reported disability | 88% |
| English learner | 82% |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 86% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 92% |
| 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
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
White (not Hispanic)
All students
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
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 | 78% | 28% | ||
| Asian | 7% | 8% | ||
| Multiple or No Response | 7% | 3% | ||
| Hispanic or Latino | 5% | 49% | ||
| African American | 2% | 7% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Filipino | 1% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 17% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 4% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Farsi (Persian) | 40% | 0% | ||
| Hebrew | 31% | 0% | ||
| Spanish | 7% | 85% | ||
| Korean | 4% | 1% | ||
| Armenian | 3% | 1% | ||
| All other non-English languages | 2% | 1% | ||
| Hindi | 2% | 0% | ||
| Pashto | 2% | 0% | ||
| Russian | 2% | 0% | ||
| Vietnamese | 2% | 2% | ||
| Arabic | 1% | 1% | ||
| Cantonese | 1% | 2% | ||
| Urdu | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 21 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 14 | N/A | 11 |
| Average years teaching | 16 | 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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22601 Liberty Bell Road
Woodland Hills,
CA 91302
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Phone: (818) 883-0934
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