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Teacher quality
Principal leadership
Parent involvement
The kids are absolutely amazing...the school is so diverse and it is a true community.
—Submitted by a teacher
This is a great school. The AP program is fantastic, however, the regular classes aren't as challenging. It's a smaller school. What I like most about going to school here is the community. Everyone knows each other and we're close knit. I moved to Alameda, so I didn't go to middle school with everyone, but by sophomore year, I had my group of close friends. Students here are accepting as long as you reach out and try to make friends.
—Submitted by a student
It is a wonderful small high school, great staff, students and parents.
—Submitted by a parent
I went to Encinal for the past two years. It wasnt all that horrible, although sometimes certain teachers and the administration can show favoritism. Also, the school doesnt have all the supplies or tools a student needs to succeed. The only thing I like about Encinal were some of the teachers and my friends.
—Submitted by a student
My two wonderful daughters graduated from Encinal; one in 2008 and one this year. They are very different children, my oldest daughter is very outgoing, involved in leadership and various sports, my younger daughter is more reserved and was involved in a few activities such as yearbook and clubs. Encinal offered something for both of them, they felt very supported by their teachers, but also challenged to reach and exceed their potential. I am especially impressed with the principal who is more involved than any principal I have ever known. The AP program in phenomenal! The teachers are amazing, diverse, and tough and they really take a personal interest in the kids...even those who don't want it. This school is not 'ghetto' or gang laden, these amazing young adults are being accepted to schools like UC Berkeley, Stanford, Harvard, Baylor and many, many more.
—Submitted by a parent
My son has been at EHS for 3 yrs. I have very mixed feelings about the school; a few great teachers, many average teachers, a few horrible teachers. My son's opinion is that most of the teachers don't really care that much if the students are successful. I would agree, considering it is common for 2 or 3 weeks to pass before assignments are graded, so it's been impossible to address gaps. For the 1st 2 yrs the feedback we received from teachers was that my son had many missing assignments. This year, w/ School Loop, I've discovered that much of the problem is teachers unable to keep a grade book, because my son can show me the already-graded 'missing assignments.' In the end, my son has decided he'd rather transfer to another high school for his sr yr than stay at EHS. That's the most telling feedback of all.
—Submitted by a parent
Sorry - have to respond to that last one, as it is so inaccurate. The police are not here every day, or even every week, although we do have an officer on campus to keep kids safe, just as they do at Alameda High. As for drug use, studies have show that the richer the student body, the more prevalent the drug use. The Encinal student body, though wonderfully diverse, is not rich. There is no gang activity, although I imagine the writer is making a racist reference to African-American students who attend the school. Academically, Newsweek Magazine has rated Encinal High School in the top 5% of all pubic high schools in the United States based on its Advanced Placement programs. Look it up. Come sit in my classroom for a day and get to know Encinal again - then you won't go on website and make uninformed remarks.
—Submitted by a teacher
My son is a freshman this year at Encinal High. We live in the Alameda High school district but my son chose to go to Encinal and he is so glad he did. He loves the diversity of students and loves all teachers. His math teacher always returns my calls promptly and follows up with me. I am a former graduate of EHS and I am so glad my son made up his own mind about his high school future.
—Submitted by a parent
I just can't say enough about how great Encinal has been for our son and the entire family. Not only have the academics been top notch but my son decided to go out for the Cross Country team. The coach is outstanding and his team mates have been wonderful. We go to all the meets and many of the practices just for fun. Volunteering at Encinal is so needed and so fun. I know some people look at the general stats and think they don't measure as high as Alameda but look closer. The college track classes are much more available to students and look at those numbers.
—Submitted by a parent
My daughter is just finishing her freshman year at Encinal HS. It has been a rude awakening to the amount of neglect and apathy which exist in this school and the district as a whole. Also they have no control of out of control kids that goes to the school.
—Submitted by parent parent, a parent
As a 1994 graduate who's gone on to participate in collegiate athletics and graduate academic studies I found the foundation and opportunites provided by Encinal more than satisfactory. The life skills provided by growing up in such an ethnically diverse student population have far outweighed anything I might have gained at a wealthier school with 'better' academic stats.
As a teacher at Encinal, I see every day the power of our dedicated principal and talented, professional teaching staff. Encinal has the most wonderful, amazingly diverse, close-knit student body one could imagine, and I am proud to work there. Moreover, Encinal is a school constantly seeking to improve, and we are working hard on programs now to improve the literacy and overall success of all our students.
—Submitted by a teacher
Encinal High School is one of the best high schools I have seen in a long time. My son is currently a Junior at Encinal and will soon be a Senior this coming fall 2006. I am given much notice by the This is the only high school in this day and age that doesn't lose a child in the shuffle or label the child as just another number. Besides Mr. Sonneman was the principal of my son's Middle School and he's got a great rapport with the students and I have to agree with one of the other parents' review about this school being one of the disadvantaged schools due to the budget cuts, etc. I feel that even with the limited resources this school has--the Principal as well as the staff, are doing the best they can for the students; which they truly show genuine concern for their students!
—Submitted by Maria, a parent
Encinal was a wonderfully diverse school that truly prepared my child for the real world.This school doesn't ask the question wether a child is or isn't going to college but really prepares them to. Programs like college fairs and the college and career center are provided for the children starting at grade 9. The Encinal community felt like a family for me and my child. And most of if not all of my childs teachers 9-12 grade were eager to help after school if ever she or any other student needed it, and that was very important to me.I highly reccomend this school to any parent looking for a school that really enhances and works with all of your childs abilities and truly helps them to soar.
—Submitted by a parent
I think this is a school with great potential and with a large disadvantage due to funding problems which seems to be a problem with the schools in this area. Teachers and Principals are very close to students and the sports and music programs could have more assistance from the government. I have 2 kids at this school and they seem to adjust very well, though. We are contemplating on getting a house in the Pittsburgh/Antioch area and would like to know a bit more about making the change. By the way, people said that when the Navy was here everything was 'different', not sure what that meant.
—Submitted by a parent
My daughter has an IEP (Individual education program). She has an auditory/visual processing problem. A form of dyslexia. At Encinal I have been very happy with thier evaluations and true to life expectancy to problems or concerns I have had concerning my daughter. She has one class specifically for her to get help if she needs it. To help her find different approches to how to study, and get answers to her questions. In this class she almost always completes her homework from her other classes. It makes her feel great about herself and that she really can do any task she is faced with. The teachers have been very encouraging. The school has a very diverse student body.
—Submitted by Wanda, a parent
My daughter is now a JR at Encinal. I have been very happy with the education that she is receiving at Encinal. The AVID program is also a great program. I think that what makes the school is the leadership, Mr Sonnerman.
—Submitted by a parent
Though Encinal is my alma mater, it failed my own child. Though it has some quality resource teachers, it is not equipped to assist students with special needs. The goal seems to be to move these students quickly into the mainstream, which appears to be motivated primarily by budget. The different constituents of the school don't communicate well. As a parent of a special needs student, it was clear that the school security, vice principals and school police were not made aware or didn't care that some students have special needs. Students are quickly labeled at this school, and can't shake the label. Resources, especially staff, is in short supply. School psychologists, speech therapists, etc. are very part time. Deadlines for assessments, referrals, meetings are not kept. The school may be fine for mainstream students, but has harmed my special needs student.
—Submitted by a parent
Encinal is a school on the move. Students who formerly chose private or parochial high schools are instead coming to Encinal because of its strong academics and great programs. Encinal sends its graduates to UC, Brown, Stanford, Georgetown and other top universities. If your student seeks a demanding academic program combined with drama, sports, and clubs, Encinal is the place.
—Submitted by a parent
This school has a very supportive staff,whom works to support all students. Encinal is built up of a very diverse student population,wich hosts many cultural events and clubs. Encinal offers a Good athletic Dept. in wich the likes of 'Dontrelle Willis, Willie Stargell, Jimmy Rollins have participated in. The teaching staff at Encinal is dedicated to seeing that all students reach their ultimate potential and sucessful graduation, and offers tutorials for students for students who need such services.All in all Encinal is a very comfortable environment for students to reach their ultimate educational success.
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 Algebra I was 49% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 25% in 2012.
134 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
34 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
146 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
56 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
260 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
15 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
76 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
39 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
67 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
207 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
235 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
68 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
44 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
226 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
227 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 10% in 2012.
21 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
67 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
63 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
90 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
22 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
233 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
41 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
93 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
224 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% 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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 26% |
| Females | 28% |
| Males | 25% |
| African American | 14% |
| Asian | 45% |
| Filipino | 32% |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 20% |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | 24% |
| Students with disability | n/a |
| Students with no reported disability | 27% |
| English learner | 39% |
| Fluent-English proficient and English only | 19% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 16% |
| Parent education - college graduate | 23% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 87% |
| Males | 74% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 51% |
| Females | 45% |
| Males | 56% |
| African American | 46% |
| Asian | 63% |
| Filipino | 42% |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 57% |
| Students with disability | n/a |
| Students with no reported disability | 53% |
| English learner | 21% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 54% |
| Parent education - graduate school/post graduate | 64% |
| Parent education - declined to state | n/a |
| All Students | 47% |
| Females | 52% |
| Males | 41% |
| African American | n/a |
| Asian | 30% |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 47% |
| Students with disability | n/a |
| Students with no reported disability | 48% |
| English learner | 31% |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 54% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 56% |
| Females | 59% |
| Males | 53% |
| African American | 42% |
| Asian | 52% |
| Filipino | 65% |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 69% |
| Students with disability | 24% |
| Students with no reported disability | 58% |
| English learner | 29% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 38% |
| All Students | 0% |
| Females | n/a |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | n/a |
| Students with disability | 0% |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | 0% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 20% |
| Females | 20% |
| Males | 20% |
| African American | n/a |
| Asian | 23% |
| Filipino | 31% |
| Hispanic or Latino | 19% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 18% |
| Non-economically disadvantaged | 22% |
| Students with disability | n/a |
| Students with no reported disability | 20% |
| English learner | 15% |
| Fluent-English proficient and English only | 21% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | 15% |
| Parent education - some college (includes AA degree) | 5% |
| Parent education - college graduate | 15% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 18% |
| Females | 26% |
| Males | 6% |
| 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 |
| White (not Hispanic) | 25% |
| Economically disadvantaged | 20% |
| Non-economically disadvantaged | 16% |
| Students with disability | n/a |
| Students with no reported disability | 18% |
| English learner | 14% |
| Fluent-English proficient and English only | 22% |
| 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) | 8% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 33% |
| Females | 40% |
| Males | 27% |
| African American | n/a |
| Asian | 38% |
| Filipino | 28% |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | 39% |
| Students with disability | n/a |
| Students with no reported disability | 34% |
| English learner | 29% |
| Fluent-English proficient and English only | 35% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 24% |
| Parent education - college graduate | 33% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 53% |
| Females | 53% |
| Males | 54% |
| African American | 42% |
| Asian | 58% |
| Filipino | 53% |
| Hispanic or Latino | 32% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 63% |
| Students with disability | 13% |
| Students with no reported disability | 57% |
| English learner | 27% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 44% |
| Parent education - high school graduate | 37% |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | 33% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 54% |
| Females | 54% |
| Males | 53% |
| African American | 37% |
| Asian | 58% |
| Filipino | 55% |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 30% |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 66% |
| Students with disability | 0% |
| Students with no reported disability | 58% |
| English learner | 15% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 75% |
| Parent education - not a high school graduate | 32% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 51% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 62% |
| Parent education - declined to state | 38% |
| All Students | 4% |
| Females | 4% |
| Males | 5% |
| African American | 0% |
| Asian | n/a |
| Filipino | 0% |
| Hispanic or Latino | 9% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 14% |
| Economically disadvantaged | 6% |
| Non-economically disadvantaged | 3% |
| Students with disability | n/a |
| Students with no reported disability | 5% |
| English learner | 0% |
| Fluent-English proficient and English only | 6% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | 18% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 59% |
| Females | 50% |
| Males | 70% |
| African American | n/a |
| Asian | 78% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 63% |
| Students with no reported disability | 60% |
| English learner | n/a |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 60% |
| Females | 60% |
| Males | 61% |
| African American | 42% |
| Asian | 58% |
| Filipino | 67% |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 50% |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 67% |
| Students with disability | 42% |
| Students with no reported disability | 62% |
| English learner | 32% |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | 46% |
| All Students | 56% |
| Females | 52% |
| Males | 59% |
| African American | 37% |
| Asian | 63% |
| Filipino | 56% |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 65% |
| Students with disability | 15% |
| Students with no reported disability | 60% |
| English learner | 33% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 73% |
| Parent education - not a high school graduate | 32% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | 62% |
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 | 10% |
| Females | n/a |
| Males | 13% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 11% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 11% |
| English learner | n/a |
| Fluent-English proficient and English only | 9% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 23% |
| Females | 22% |
| Males | 26% |
| African American | 8% |
| Asian | 26% |
| Filipino | 20% |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 43% |
| Economically disadvantaged | 20% |
| Non-economically disadvantaged | 30% |
| Students with disability | n/a |
| Students with no reported disability | 25% |
| English learner | 24% |
| Fluent-English proficient and English only | 24% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 15% |
| Parent education - some college (includes AA degree) | 19% |
| Parent education - college graduate | 33% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 59% |
| Females | 55% |
| Males | 61% |
| African American | n/a |
| Asian | 65% |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 61% |
| English learner | 19% |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 34% |
| Females | 34% |
| Males | 33% |
| African American | 18% |
| Asian | 41% |
| Filipino | 25% |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 50% |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 32% |
| Students with disability | n/a |
| Students with no reported disability | 35% |
| English learner | 18% |
| Fluent-English proficient and English only | 37% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 30% |
| Parent education - college graduate | 40% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 55% |
| Females | 69% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 55% |
| English learner | n/a |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 45% |
| Females | 54% |
| Males | 37% |
| African American | 15% |
| Asian | 49% |
| Filipino | 47% |
| Hispanic or Latino | 23% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 52% |
| Students with disability | 7% |
| Students with no reported disability | 47% |
| English learner | 4% |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 19% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | 47% |
| Parent education - declined to state | n/a |
| All Students | 0% |
| Females | 0% |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | 0% |
| Students with disability | n/a |
| Students with no reported disability | 0% |
| English learner | 0% |
| Fluent-English proficient and English only | 0% |
| 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) | 0% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 37% |
| Females | 35% |
| Males | 40% |
| African American | n/a |
| Asian | 52% |
| Filipino | 25% |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 24% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 37% |
| Students with disability | n/a |
| Students with no reported disability | 38% |
| English learner | 36% |
| Fluent-English proficient and English only | 38% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 32% |
| Parent education - some college (includes AA degree) | 25% |
| Parent education - college graduate | 41% |
| Parent education - graduate school/post graduate | 50% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 41% |
| Females | 41% |
| Males | 41% |
| African American | 16% |
| Asian | 44% |
| Filipino | 35% |
| Hispanic or Latino | 22% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 50% |
| Students with disability | 0% |
| Students with no reported disability | 45% |
| English learner | 6% |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 23% |
| Parent education - high school graduate | 37% |
| Parent education - some college (includes AA degree) | 37% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - 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
The state average for English Language Arts was 83% in 2012.
252 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
251 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 83% |
| Females | 87% |
| Males | 80% |
| African American | 73% |
| Asian | 80% |
| Filipino | 91% |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Declined to state | n/a |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 91% |
| Economic Status Unknown | n/a |
| Students with disability | 48% |
| Tested with modifications | n/a |
| English learner | 65% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 84% |
| Females | 83% |
| Males | 85% |
| African American | 68% |
| Asian | 96% |
| Filipino | 89% |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Declined to state | n/a |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 91% |
| Economic Status Unknown | n/a |
| Students with disability | 41% |
| Tested with modifications | n/a |
| English learner | 77% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
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 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
Pacific Islander
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
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Asian | 42% | 11% | ||
| Black | 21% | 7% | ||
| White | 20% | 27% | ||
| Hispanic | 14% | 51% | ||
| Hawaiian Native/Pacific Islander | 2% | 1% | ||
| Two or more races | 1% | 3% | ||
| American Indian/Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 53% | N/A | 54% |
| English language learners 2 | 22% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Cantonese | 21% | 2% | ||
| Spanish | 21% | 85% | ||
| Filipino (Pilipino or Tagalog) | 17% | 1% | ||
| All other non-English languages | 7% | 1% | ||
| Vietnamese | 6% | 2% | ||
| Arabic | 5% | 1% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 5% | 0% | ||
| Farsi (Persian) | 4% | 0% | ||
| Ilocano | 3% | 0% | ||
| Mandarin (Putonghua) | 2% | 1% | ||
| Tigrinya | 2% | 0% | ||
| Hindi | 1% | 0% | ||
| Korean | 1% | 1% | ||
| Mien (Yao) | 1% | 0% | ||
| Punjabi | 1% | 1% | ||
| Cebuano (Visayan) | 0% | 0% | ||
| Gujarati | 0% | 0% | ||
| Japanese | 0% | 0% | ||
| Khmer (Cambodian) | 0% | 0% | ||
| Lao | 0% | 0% | ||
| Russian | 0% | 0% | ||
| Thai | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 10 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 95% | N/A | 96% |
| Emergency credential or waiver | 2% | N/A | 2% |


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