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GreatSchools Rating

Encinal High School

Public | 9-12

 
 

Living in Alameda

Situated in an inner city neighborhood. The median home value is $470,000. The average monthly rent for a 2 bedroom apartment is $1,480.

Source: Sperling's Best Places
Last modified
Community Rating

4 stars


Teacher quality

Principal leadership

Parent involvement

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20 reviews of this school


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Posted October 9, 2010

The kids are absolutely amazing...the school is so diverse and it is a true community.
—Submitted by a teacher


Posted December 14, 2009

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


Posted November 3, 2009

It is a wonderful small high school, great staff, students and parents.
—Submitted by a parent


Posted August 16, 2009

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


Posted June 26, 2009

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


Posted June 8, 2009

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


Posted February 11, 2009

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


Posted October 31, 2007

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


Posted August 29, 2007

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


Posted July 6, 2007

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 a parent


Posted July 5, 2007

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.


Posted March 22, 2006

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


Posted January 20, 2006

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 a parent


Posted October 27, 2005

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


Posted July 9, 2005

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


Posted May 10, 2005

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 a parent


Posted May 5, 2005

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


Posted May 3, 2004

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


Posted January 22, 2004

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


Posted January 17, 2004

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.

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

+37

API Statewide Rank
(2012)

5 / 10

API Similar Schools Rank (2012)

8 / 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 met 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 met 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

+37

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)

8 / 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.
Algebra I

The state average for Algebra I was 25% in 2013.

98 students were tested at this school in 2013.

2013

 
 
31%

2012

 
 
26%

2011

 
 
25%

2010

 
 
26%
Algebra II

The state average for Algebra II was 65% in 2013.

25 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
79%

2011

 
 
56%

2010

 
 
64%
Biology/Life Sciences

The state average for Biology/Life Sciences was 58% in 2013.

97 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
51%

2011

 
 
n/a

2010

 
 
n/a
Earth Science

The state average for Earth Science was 38% in 2013.

94 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
47%

2011

 
 
40%

2010

 
 
37%
English Language Arts

The state average for English Language Arts was 62% in 2013.

226 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
56%

2011

 
 
57%

2010

 
 
56%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 16% in 2013.

27 students were tested at this school in 2013.

2013

 
 
11%

2012

 
 
0%

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 45% in 2013.

86 students were tested at this school in 2013.

2013

 
 
32%

2012

 
 
20%

2011

 
 
25%

2010

 
 
26%
Integrated/Coordinated Science I

The state average for Integrated/Coordinated Science I was 26% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

The state average for World History was 51% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 13% in 2013.

32 students were tested at this school in 2013.

2013

 
 
26%

2012

 
 
18%

2011

 
 
9%

2010

 
 
10%
Algebra II

The state average for Algebra II was 39% in 2013.

86 students were tested at this school in 2013.

2013

 
 
23%

2012

 
 
33%

2011

 
 
21%

2010

 
 
34%
Biology/Life Sciences

The state average for Biology/Life Sciences was 41% in 2013.

121 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
53%

2011

 
 
51%

2010

 
 
53%
Chemistry

The state average for Chemistry was 46% in 2013.

108 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
54%
Earth Science

The state average for Earth Science was 35% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 52% in 2013.

263 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
54%

2011

 
 
47%

2010

 
 
46%
Geometry

The state average for Geometry was 15% in 2013.

106 students were tested at this school in 2013.

2013

 
 
15%

2012

 
 
4%

2011

 
 
12%

2010

 
 
11%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 76% in 2013.

30 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
59%

2011

 
 
45%

2010

 
 
71%
Science

The state average for Science was 54% in 2013.

263 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
60%

2011

 
 
59%

2010

 
 
55%
World History

The state average for World History was 46% in 2013.

251 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
56%

2011

 
 
51%

2010

 
 
43%
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

Algebra I

The state average for Algebra I was 10% in 2013.

15 students were tested at this school in 2013.

2013

 
 
20%

2012

 
 
10%

2011

 
 
8%

2010

 
 
14%
Algebra II

The state average for Algebra II was 15% in 2013.

62 students were tested at this school in 2013.

2013

 
 
21%

2012

 
 
23%

2011

 
 
25%

2010

 
 
30%
Biology/Life Sciences

The state average for Biology/Life Sciences was 51% in 2013.

39 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
59%

2011

 
 
55%

2010

 
 
51%
Chemistry

The state average for Chemistry was 32% in 2013.

100 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
34%

2011

 
 
33%

2010

 
 
41%
Earth Science

The state average for Earth Science was 37% in 2013.

27 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
55%

2011

 
 
47%

2010

 
 
46%
English Language Arts

The state average for English Language Arts was 48% in 2013.

227 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
45%

2011

 
 
43%

2010

 
 
48%
Geometry

The state average for Geometry was 8% in 2013.

20 students were tested at this school in 2013.

2013

 
 
20%

2012

 
 
0%

2011

 
 
2%

2010

 
 
3%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2013.

102 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
37%

2011

 
 
37%

2010

 
 
40%
Physics

The state average for Physics was 58% in 2013.

12 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
62%
U.S. History

The state average for U.S. History was 50% in 2013.

230 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
41%

2011

 
 
47%

2010

 
 
54%
World History

The state average for World History was 19% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/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.

Source: California Department of Education

Algebra I

All Students31%
Females40%
Males22%
African American12%
Asian59%
Filipino33%
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)38%
Economically disadvantaged35%
Non-economically disadvantaged25%
Students with disabilityn/a
Students with no reported disability32%
English learner37%
Fluent-English proficient and English only27%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate32%
Parent education - some college (includes AA degree)23%
Parent education - college graduate29%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students84%
Females92%
Males77%
African Americann/a
Asian75%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged83%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students67%
Females62%
Males73%
African American40%
Asian59%
Filipino82%
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantaged59%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)67%
Parent education - college graduate79%
Parent education - graduate school/post graduate87%
Parent education - declined to staten/a

Earth Science

All Students40%
Females29%
Males46%
African American41%
Asian40%
Filipino38%
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged34%
Non-economically disadvantaged48%
Students with disability12%
Students with no reported disability45%
English learner23%
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate30%
Parent education - some college (includes AA degree)38%
Parent education - college graduate54%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students61%
Females58%
Males63%
African American46%
Asian53%
Filipino70%
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged51%
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability63%
English learner25%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate50%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)60%
Parent education - college graduate69%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students11%
Females9%
Males13%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged18%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disability23%
English learnern/a
Fluent-English proficient and English only14%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students32%
Females30%
Males35%
African American7%
Asian28%
Filipino42%
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged24%
Non-economically disadvantaged40%
Students with disabilityn/a
Students with no reported disability33%
English learner18%
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate38%
Parent education - some college (includes AA degree)15%
Parent education - college graduate44%
Parent education - graduate school/post graduate44%
Parent education - declined to staten/a

Integrated/Coordinated Science I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Physics

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
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

Algebra I

All Students26%
Females42%
Males16%
African American9%
Asiann/a
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged19%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability31%
English learner29%
Fluent-English proficient and English only24%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students23%
Females21%
Males26%
African Americann/a
Asian30%
Filipino18%
Hispanic or Latino12%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged20%
Non-economically disadvantaged27%
Students with disabilityn/a
Students with no reported disability24%
English learner27%
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate25%
Parent education - some college (includes AA degree)20%
Parent education - college graduate19%
Parent education - graduate school/post graduate38%
Parent education - declined to staten/a

Biology/Life Sciences

All Students57%
Females56%
Males57%
African American39%
Asian48%
Filipino45%
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged49%
Non-economically disadvantaged66%
Students with disabilityn/a
Students with no reported disability60%
English learner41%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate57%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)57%
Parent education - college graduate64%
Parent education - graduate school/post graduate67%
Parent education - declined to staten/a

Chemistry

All Students41%
Females33%
Males49%
African American30%
Asian61%
Filipino29%
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)35%
Economically disadvantaged39%
Non-economically disadvantaged42%
Students with disabilityn/a
Students with no reported disability41%
English learner11%
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate35%
Parent education - some college (includes AA degree)41%
Parent education - college graduate34%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students57%
Females63%
Males51%
African American53%
Asian57%
Filipino41%
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged48%
Non-economically disadvantaged65%
Students with disability20%
Students with no reported disability59%
English learner24%
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate44%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)66%
Parent education - college graduate60%
Parent education - graduate school/post graduate80%
Parent education - declined to state38%

Geometry

All Students15%
Females15%
Males15%
African American7%
Asian21%
Filipino7%
Hispanic or Latino20%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)19%
Economically disadvantaged15%
Non-economically disadvantaged15%
Students with disabilityn/a
Students with no reported disability16%
English learner16%
Fluent-English proficient and English only15%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate15%
Parent education - high school graduate14%
Parent education - some college (includes AA degree)10%
Parent education - college graduate21%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

High School (Summative) Mathematics (Grade 9-11)

All Students70%
Females64%
Males75%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantagedn/a
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented71%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students57%
Females51%
Males64%
African American44%
Asian52%
Filipino48%
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged51%
Non-economically disadvantaged63%
Students with disability27%
Students with no reported disability59%
English learner27%
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduate56%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)61%
Parent education - college graduate61%
Parent education - graduate school/post graduate81%
Parent education - declined to state50%

World History

All Students67%
Females63%
Males69%
African American58%
Asian73%
Filipino46%
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged61%
Non-economically disadvantaged72%
Students with disability35%
Students with no reported disability69%
English learner49%
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate58%
Parent education - high school graduate68%
Parent education - some college (includes AA degree)67%
Parent education - college graduate66%
Parent education - graduate school/post graduate87%
Parent education - declined to state44%
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

Algebra I

All Students20%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability23%
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students21%
Females20%
Males22%
African American25%
Asian13%
Filipino14%
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged16%
Non-economically disadvantaged27%
Students with disabilityn/a
Students with no reported disability22%
English learnern/a
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate9%
Parent education - some college (includes AA degree)6%
Parent education - college graduate45%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students61%
Females67%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged38%
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability61%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate91%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students41%
Females37%
Males45%
African American29%
Asian48%
Filipino22%
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)60%
Economically disadvantaged42%
Non-economically disadvantaged40%
Students with disabilityn/a
Students with no reported disability42%
English learner32%
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate67%
Parent education - high school graduate28%
Parent education - some college (includes AA degree)33%
Parent education - college graduate52%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Students69%
Females79%
Males58%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students58%
Females60%
Males55%
African American48%
Asian55%
Filipino58%
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged55%
Non-economically disadvantaged59%
Students with disability15%
Students with no reported disability60%
English learner13%
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduate46%
Parent education - high school graduate42%
Parent education - some college (includes AA degree)58%
Parent education - college graduate67%
Parent education - graduate school/post graduate76%
Parent education - declined to state50%

Geometry

All Students20%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged9%
Students with disabilityn/a
Students with no reported disability22%
English learnern/a
Fluent-English proficient and English only23%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

High School (Summative) Mathematics (Grade 9-11)

All Students36%
Females35%
Males37%
African Americann/a
Asian48%
Filipino24%
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)35%
Economically disadvantaged41%
Non-economically disadvantaged33%
Students with disabilityn/a
Students with no reported disability37%
English learner50%
Fluent-English proficient and English only34%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate58%
Parent education - high school graduate32%
Parent education - some college (includes AA degree)29%
Parent education - college graduate45%
Parent education - graduate school/post graduate25%
Parent education - declined to staten/a

Physics

All Students100%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students61%
Females62%
Males60%
African American45%
Asian60%
Filipino62%
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged57%
Non-economically disadvantaged64%
Students with disability21%
Students with no reported disability65%
English learner11%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduate52%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)64%
Parent education - college graduate71%
Parent education - graduate school/post graduate83%
Parent education - declined to state33%

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
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

The state average for English Language Arts was 83% in 2013.

277 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
83%

2011

 
 
77%

2010

 
 
81%
Math

The state average for Math was 84% in 2013.

277 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
84%

2011

 
 
82%

2010

 
 
82%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students82%
Females85%
Males80%
Gender Unknownn/a
African American75%
Asian75%
Filipino77%
Hispanic or Latino84%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)98%
Declined to state93%
Economically disadvantaged78%
Non-economically disadvantaged87%
Economic Status Unknownn/a
Students with disability27%
Tested with modificationsn/a
English learner61%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students87%
Females88%
Males86%
Gender Unknownn/a
African American70%
Asian96%
Filipino80%
Hispanic or Latino86%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)94%
Declined to state93%
Economically disadvantaged85%
Non-economically disadvantaged89%
Economic Status Unknownn/a
Students with disability30%
Tested with modificationsn/a
English learner85%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

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
Asian 24%
Black 19%
Hispanic 18%
White 18%
Two or more races 6%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 45%N/AN/A
English language learners 18%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 2%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

This school has not yet provided program information.


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210 Central Avenue
Alameda, CA 94501
Website: Click here
Phone: (510) 748-4023

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