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GreatSchools Rating

Onaga Elementary School

Public | K-6

 

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Living in Yucca Valley

Situated in a suburban neighborhood. The median home value is $84,100. The average monthly rent for a 2 bedroom apartment is $960.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 7 ratings
2012:
Based on 2 ratings
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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30 reviews of this school


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Posted August 4, 2014

My daughter started first grade here when we had to move to yucca. At her old school she was a few pts away from advance, she had many friends and loved going to school. As time went on my daughter started drastically changing she was picking up extremely bad behavior from other students and she was getting bullied. My bright happy social girl became almost opposite she even got to the point where they were threatening to hold her back a grade. I finally had to take her out and homeschool her this place does not stay on top of their things I notified them I took my daughter out yet I still git calls everyday saying she was not at school and even had the principal and cop come to my house as if I was keeping my child out of school. Plus their classes are extremely crowded. The bus alone was terrible the kids get picked on and not much is done about it.. Sad to say they really changed my daughter and not for the best! If you don't mind the over crowd of the classrooms and the full of children that are bad influences than enroll here.
—Submitted by a parent


Posted June 11, 2014

Onaga continues to get worse year after year. The Principal apparently walks on water after Teachers & Parents rallied behind him a year or two ago ago. His morale & ethical values are atrocious! Teachers morale is at an all time low! Test scores continue to plummet.
—Submitted by a parent


Posted September 10, 2013

The principal of this school has poltical agendas that have become oh too obvious in light of recent events. The staff themselves exhibit bully behavior which he condones to weed out problem students. Don't be surprised when his next move is a run for office. He doesn't care, but wants your future votes. Reference the movie Pump Up the Volume. Elitism is key.
—Submitted by a teacher


Posted May 23, 2013

I would like to give a hats off to a lady who works at Onaga and has helped my 2 boys. Miss Trish has worked wonders for my babies and I love having her there every year. Someone told me the other day that she has been at Onaga for 6 years in a low paying job. I was shocked to hear this. She would be the first one that I would think a raise would be thought about given to. She loves all of Onaga kids and treats them like her own. I do not know Miss Trish personally but I bet if she has kids of her own that they are walking a straight line. She is tough but full of love. Our nation needs more people like her. Onaga is an outstanding school.
—Submitted by a parent


Posted February 25, 2013

Addressing parent concerns of the staff, teachers, and FFA (parent volunteers), I can say I have never been treated rudely by any teacher, staff or FFA parents. On the contrary, they welcome any help they can get, but understandably get frustrated by criticism when no help to resolve the issues is offered. I too am a busy parent, but I volunteer whenever possible. I just want to say thank you to the handful of FFA volunteers and the time they constantly and selflessly give to our kids. This also includes the teachers and staff that I see go over and beyond the call of duty because they care. It takes parent involvement to make change. If we all work together, we can watch our kids do amazing things! -C.L. Fraschetti
—Submitted by a parent


Posted February 24, 2013

We love Onaga! We have been at this school for 3 years now. We are also a Military family and came to the Great Schools web site to see where we should live. We are also stationed out of 29 Palms and my husband deploys a lot. I do not worry about my 3 children in grades 1st, 3rd and 6th at all. Mr Hannah has been more than pleasant with my children and me! He totally " Get's it" and has thanked ME for my husbands service several times which as a military wife, we do not get too often! As for the FFA... That is the name of it.... It is not a "club".... I have met the women and volunteered with them in the book fair and Santa Shop. I have seen hard work and dedication from this parent group and no time to be "catty or mud sling". As for the teachers... No child of mine would attend a school that has a "static" staff. I see nothing but a GREAT SCHOOL. One that I wish we have at every station we are at. Just my two cents.....
—Submitted by a parent


Posted February 24, 2013

My child is in third grade at Onaga Elementary School and he is very happy. We are a military family based out of 29 Palms, but chose to live in the Onaga school district because their curriculum was the closest to his previous elementary school, which was an accelerated school in NC. I am a prominent volunteer in my child's classroom, and elsewhere if needed. I feel the school does need more parental involvement, but only the parents can rectify that situation. I am very disappointed in the Superintendent's decision to demote Mr. Hannah, our current principal, to position of assistant principal at the middle school. Mr. Hannah has brought many wonderful programs to Onaga. Onaga is our son's third elementary school since starting kindergarten and I can not name the principals at the other schools (even with being a consistent volunteer with both schools and eventual staff member at the last one). Mr. Hannah is not just a figure-head, but an active member of the staff. He attends school functions, directs traffic during parent pick-up, leads Flag Friday assembly, and visits the classrooms on a daily basis.
—Submitted by a parent


Posted February 20, 2013

Hoopla about Mr. Hannah leaving! It is sad that the principle position has been so very transient but teachers and staff need to pull it together themselves if only for the children! But really, you can't give a guy a promotion, and then come back to him and say, "sorry, you need to stay put--uh, we changed our minds", can you? That seems very unprofessional. Perhaps a new set of eyes will give the school the kind of overhaul it needs to improve rather than remain static.On a positive note, I will say that the drop off is much easier in the mornings (finally!) but pick up is still a mess, but that's the case at most schools. Also, in response to an older post--yes, the coach STILL plays inappropriate music for the kids. No music complaint from my kids, but I'm not too thrilled about it. Overall, I'm not impressed with this school's ability to provide a high quality level of education. We do live in a low socio- economic area, so I'm not too surprised. If you look up the numbers, you will surely see a correlation. However, numbers aside, it really is up to the parents' involvement and the will of each individual student to make sure that they are college bound and ready.
—Submitted by a parent


Posted February 13, 2013

We were so sorry to hear that the current principal, Mr. Hannah, is going to another school next year. I haven't had much contact with him but he always seems pleasant and cheerful and is always out and about the campus. Our main complaint would be how childish and rude some of the parent club women are as well as a handful of teachers. They are not inviting at all. While the teachers seem like they are all, for the most part, well trained and dedicated to teaching, it seems there is a lot of strife at Onaga. People are wary of each other and prone to negativitiy. I do hope that the situation will improve with a new principal or if Mr. Hannah gets to stay he will get people to act more professionally. It is not healthy for children to be around such mean spirited and catty adults. A friend who subs at most of the elementary schools in the basin says that Onaga is the coldest place she has worked at and teachers and parent helpers don't think twice about mud slinging each other. Perhaps if the staff could read what the public thinks about them, they will act more professionally around their job.
—Submitted by a parent


Posted April 9, 2012

While I don't get an opportunity to visit the school as much as I'd like, my granddaughter is very happy and loves going to school. That says a lot about the school when kids like being there. I hear about the unhappiness of the teachers but I'm not hearing it from my granddauhgter or her friends. Onaga continues to still be the best school on the west end of the valley.


Posted April 5, 2012

It's nice to see some new life being breathed into Onaga. This is our last year here and we were ready to home school our kids. The teachers seem to be putting more consistent effort into academics but still lack in making school a fun place to be. The worst part of Onaga is how staff treat each other. If you sit in the office or work in the workroom for any length of time, it's pretty awfull what is said about certain teachers. I don't get it because the ones who get dragged down the most are great teachers and kind, quiet people. So, I can't give Onaga 5 stars or even 4 when there is no visible compassion or kindness towards everyone who works there. They need a lesson on professionalism and keep their mouth shut when parents are around. Maybe character counts isn't just for kids? We hope to see continued improvement in Onaga. It used to be a great school.
—Submitted by a parent


Posted June 19, 2011

My two sons have just promoted from Onaga elementary. They have attended the school since kindergarten. The teachers, staff and administration have always been great. Very easy to talk to and work with. I have always been very active in helping the teachers and participating with the parent group. My children thrieved there. My advice to all parents who want their children to do good at Onaga is get involved. Help out in their class and also with the parent group. Even a few minutes every week help alot. Just wanted to thank the teachers, staff and administration for giving my sons a great educational experience. Keep up the great work!
—Submitted by a parent


Posted July 17, 2010

My children have attended this school for a few years now and I am not impressed at all. We have always heard wonderful things about this school, yet have not seen what all the hype is about. My children have been blessed with excellent teachers, however the class sizes are completely out of control. There is no way possible the children can be held accountable for their actions with class sizes so large. The front office has been rude off and on and we have had trouble with bullying of one of our children with nothing being done for days about it, and even then it never stopped. The PE class plays completely inappropriate music and I was appalled to hear what was played and danced to at the talent show which was all approved by the staff.
—Submitted by a parent


Posted January 5, 2010

We are a Military Family that moves a lot. We were told of this school before moving to the area and have had a great experience. This is a wonderful school with great teachers and staff.
—Submitted by a parent


Posted January 5, 2010

Well l would have disagree with you totally on this one.. l came from another Country and was so helped by the front office ladies with opened arms...My children love this school and have excelled greatly... Thanks to the offices Ladies that enjoy helping me out when ever l have had an issue. We have enjoyed the last 2yrs here and will be sad when we leave... We have only 1 month left and it's going very fast...
—Submitted by a parent


Posted March 24, 2009

Their mission is to enable all students to develop to their full social and academic potential within a safe, supportive, engaging and respectful learning environment.


Posted January 26, 2009

Wow! I am sorry to hear about the last parents post, trouble with bullies. I wonder if you have spoken to administration? I have 3 children/students at Onaga and have in the past had issues with bullying, when I brought it to administrations attention the issue was dealt with immediately! That day the children/bullies were pulled in and the bullying did stop. I have found that you must advocate, advocate, advpcate for your children. This is really bothering that a first grader would be so traumatized that she would not want to go to school. You may want to contact the district as there is supposed to be a no tolerance on bullying, and with good reason!
—Submitted by a parent


Posted January 24, 2009

We have had a lot of trouble with this school and bullies! They seem to 'lose' blue cards and medical paperwork. We are actually having to transfer our 1st grader to another school because she is afraid to go to school.
—Submitted by a parent


Posted December 19, 2008

My children attend Onaga and it's by far the best school they've ever attended. Their teachers are 'fun' 'cool' 'nice' my other son's teacher is a mad scientist who loves to teach his students to reach for the stars. Excellent is the only way to describe Onaga Elementary, it's staff and school spirit!
—Submitted by a parent


Posted October 11, 2008

This school is awesome, i went there for six year and every year was more exciting, fun, memrable. i wish i had never left not only were all my teachers mrs.farmer , Mrs Ludwick . Mrs.Prestridge , Mrs.Schameborn, Mrs.Morris Mrs.buckles and last but cernently not last Mrs. Osharrow careing and helpful the taught us that learning can be fun. There teaching skills at this school are amazing and im glad i was part of that school.
—Submitted by a 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.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

797

Change from
2012 to 2013

-8

API Statewide Rank
(2012)

5 / 10

API Similar Schools Rank (2012)

3 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school did not meet its schoolwide API target for 2013.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2013

This school's
API score

797

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

-8

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

5 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

3 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 56% in 2013.

91 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
62%

2011

 
 
55%

2010

 
 
58%
Math

The state average for Math was 65% in 2013.

91 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
62%

2011

 
 
72%

2010

 
 
66%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

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

98 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
45%

2011

 
 
47%

2010

 
 
32%
Math

The state average for Math was 66% in 2013.

98 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
62%

2011

 
 
64%

2010

 
 
61%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

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

104 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
72%

2011

 
 
53%

2010

 
 
58%
Math

The state average for Math was 72% in 2013.

106 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
64%

2011

 
 
57%

2010

 
 
58%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

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

84 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
51%

2011

 
 
60%

2010

 
 
52%
Math

The state average for Math was 65% in 2013.

83 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
46%

2011

 
 
39%

2010

 
 
59%
Science

The state average for Science was 57% in 2013.

83 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
40%

2011

 
 
42%

2010

 
 
44%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

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

100 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
73%

2011

 
 
67%

2010

 
 
71%
Math

The state average for Math was 55% in 2013.

100 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
65%

2011

 
 
54%

2010

 
 
58%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

All Students43%
Females48%
Males41%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)48%
Economically disadvantaged37%
Non-economically disadvantaged63%
Students with disability0%
Students with no reported disability51%
English learnern/a
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate17%
Parent education - some college (includes AA degree)48%
Parent education - college graduate40%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students41%
Females36%
Males46%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)46%
Economically disadvantaged37%
Non-economically disadvantaged52%
Students with disability9%
Students with no reported disability46%
English learnern/a
Fluent-English proficient and English only40%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate18%
Parent education - some college (includes AA degree)43%
Parent education - college graduate47%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students49%
Females53%
Males43%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)53%
Economically disadvantaged37%
Non-economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability49%
English learnern/a
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate21%
Parent education - high school graduate46%
Parent education - some college (includes AA degree)48%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state45%

Math

All Students64%
Females64%
Males62%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged56%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate57%
Parent education - high school graduate58%
Parent education - some college (includes AA degree)64%
Parent education - college graduate64%
Parent education - graduate school/post graduaten/a
Parent education - declined to state73%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students65%
Females69%
Males61%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged58%
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduate46%
Parent education - some college (includes AA degree)62%
Parent education - college graduate92%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

Math

All Students68%
Females67%
Males69%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged61%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate44%
Parent education - some college (includes AA degree)76%
Parent education - college graduate83%
Parent education - graduate school/post graduate75%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students64%
Females76%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged52%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability63%
English learnern/a
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate62%
Parent education - some college (includes AA degree)65%
Parent education - college graduate83%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students56%
Females59%
Males53%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged45%
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability54%
English learnern/a
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate40%
Parent education - some college (includes AA degree)61%
Parent education - college graduate67%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students51%
Females56%
Males49%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged41%
Non-economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability51%
English learnern/a
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)42%
Parent education - college graduate75%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students59%
Females65%
Males54%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged47%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability59%
English learnern/a
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)68%
Parent education - college graduate65%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students65%
Females63%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged53%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability65%
English learnern/a
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate67%
Parent education - some college (includes AA degree)68%
Parent education - college graduate75%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
White 59%
Hispanic 28%
Two or more races 6%
Black 4%
American Indian/Alaska Native 1%
Asian 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 69%N/AN/A
English language learners 4%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • Kyle Hannah
Fax number
  • (760) 369-6329

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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58001 Onaga
Yucca Valley, CA 92284
Website: Click here
Phone: (760) 369-6333

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