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Teacher quality
Principal leadership
Parent involvement
All this years at Alhambra School Distric, the only thing that I dont really understand , is.. that many other good school districs their priority is their student's well being ; here at alhambra distric is just how much money they get for each student everyday. While the other schools are in vacations for the holidays,,here they wait until the last day to let them go. I understand about the (deficit) but is like putting minors to work in order to cover all the expenses of the distric..... Makes me sad; and the math teachers...well is better to leave it for later.
—Submitted by a parent
I personally do not favor this school, but at lease it's well enough. There are many different groups within the school so even when there are bad activities happening in the school as long as you know what type of people you're hanging out with then it's fine. I don't quite like some of the students there, because some groups have a "spot" they eat or hang out at. If you go there, they'll literary throw you out and these are the students I don't favor in the school. Other than that it's a wonderful school! Alhambra has many classes to take, different types of clubs for you the join, and of course, the library is right across the school!
The school's culture is unique and spirited, and there are numerous areas to engage students' interests. The administrative team works well to maintain order and the teaching staff maintains high standards, overall. There's so much to be a part of--academic clubs, service clubs, sports, etc. Easy to connect! For the most part, the students seem generally happy on this campus and afford each other respect. I'm not sure what the other review was referring to with all of the "criminal" activity?? Sure, there are some students who are disconnected from learning, but it's a small percentage that cause any problems and administration deals with that sort of stuff swiftly. It's a very safe environment and the community wants to keep it that way. There's a beautiful city library directly across the street, as well as City Hall. The school's library is also huge! Although AHS is a pretty large school, it's a great school to be at and I'm proud to be part of the Moor family! The majority of students want to go here and some even work hard to get a permit--that says a lot. On a side note, AHS is also next to Main Street and there are a lot of places to eat and do other other activities!
There is no such thing drug and gang activity in campus. That does not make sense at all. Police station is right next to the school. Teacher is good. Academic performance is up to an individual. Teacher cannot make you to learn or to do anything.
—Submitted by a student
I attended for two years and left immediately after. There is a lot of drug and gang activity within the school and is not a safe environment. With the exception of a few teachers, the academics are terrible and most teachers could care less about their students' futures. I'm glad I left when I did.
i attended all 4 years. its the best school ever got to travel to europe with my econ teacher. great school in all areas academic, sports etc.Both my counselors I had throughout my 4 years were a great help and my parents were able to establish communication at any given time if they needed to speak with them. Teachers and counselors helped me out a lot. My last year i attended AHS i was not living where i lived for the past 6 years and moved out to San Bernandino,but because i love this school a lot and has a good level state wide i decided i would drive from San Bernandino to Alhambra everyday.So i woke up at 4 left house at 5 and got just in time for my zero period (AVID) and then got home at 10pm after soccer practice or games or track and field.
—Submitted by a student
My son went to Alhambra High School. This is a great school with a staff that cares. They called me at home and at work just to let me know how my son was doing. It is across the street from a police station, which made me feel my son was safe.
—Submitted by a parent
This school has been transformed into a college-like campus. My son made the football team and loves the school. We would both recommend it to anyone. As a bonus, it is in the heart of Alhambra, near everything.
—Submitted by a parent
Not only am I a proud parent, but I have friends that went to AHS. Two of them are now employed at aerospace companies. That says a lot about how successful the high school is and how well it prepares students for their futures.
—Submitted by a parent
My son loves everything about this school. The school even helped him get a part time job at a local business on Main Street.
—Submitted by a parent
I attend this school as well am a junior and i find the classes to be very easy its a great school in a nice community the down side about it is they lack to care about the students that need help and in fact do favor the so called ' smarter students' There is plenty of smart students in this school everyone is capable of achieving 2.0 or higher the teachers just need to work a little harder as well as the students
—Submitted by a student
I'm a senior at AHS and while this year has been the worst so far because of the lack of funds and tumultuous changes regarding teachers and classses, the high scholl is a pretty good place. Yes, sometimes there are discrepancies between teachers and even students but overall the atmosphere is a positive one. The only real downfall here is that sometimes clubs and school organizations are biased and hazing does occur, but not all of them do and most offer great experiences.
—Submitted by a student
the teachers at alhambra high tend to favor the smarter kids that have AP's & Honors & don't seem to care much about the students who need extra help.
—Submitted by a student
I'm a sophomore at this school and I find that some of the teachers are very difficult, whereas most teachers aren't really that difficult.
—Submitted by a student
teacher may be hard but you will be in a safe fun filled environment guarantee
—Submitted by a student
While teaching at Alhambra can be stressful. The dichotomy between the students who feel they are the elite (true or not) and those that lack the desire to achieve thier full potential is significant. In comparision to other schools I have worked with or at the institution fairs well. There are teachers who are better than others, but that is every where, and on average the instructors are far better eduacted than the national average. I believe what sets this school apart is the stress the students place on themselves. But in turn maybe that is why so many students not only go on to four year universities but actually graduate with a four year degree. As an Ap instructor I will comment that the program's expectations here are strong, but the school is in the middle of a flux period, so some programs are changing to meet National Standards.
—Submitted by a teacher
I am a new parent. First, just getting the paper work to sign my child up for this school is like pulling teeth. No one in the admitting department want to offer any help or assistance. Second, the summer school sessions are expensive.
—Submitted by a parent
I am currently a sophomore at Alhambra High School. The only reason why there were limited spaces in AP classes was because there are not enough teachers to teach it. Since there were limited spaces, teachers had to evaluate each student that were applying for the AP classes. Alhambra High is not bad at all.. Current seniors that are taking these AP and Honors classes got accepted to Harvard, Yale, USC, and more. For sports, art, newspaper and yearbook require 'try-outs'. Try-outs is a way to see who is better fit for that area. For service clubs it is more like open enrollment. As for parent involvement there is not much. Some parents take their kids to school and support us during hard times (AP and Honors tests and extracurricular)
—Submitted by a student
Alhambra High is the worst Academic School I have ever seen, all of the advance classes(AP) are full and there should be more (AP) classes available for students. I tried talking to the counselor, and calling the Board of Ed regarding the (AP) classes and received no answer. The security level is very poor.
—Submitted by Concern Parent, a parent
I am a student at Alhambra High and I must say that it is the worst school you can be in. The teachers don't care. I would not recommend this school to no one it's the worst!
—Submitted by freshman, a student
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
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.
271 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
46 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.
112 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
586 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.
127 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
188 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.
47 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 13% in 2012.
220 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
180 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
444 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
173 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
50 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
705 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
214 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.
87 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
700 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
733 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.
37 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
160 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
64 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
211 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
246 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
672 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
136 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.
239 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
82 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
696 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 | 64% |
| Females | 70% |
| Males | 57% |
| African American | n/a |
| Asian | 72% |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| 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 | 67% |
| Non-economically disadvantaged | 55% |
| Students with disability | 64% |
| Students with no reported disability | 63% |
| English learner | 60% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 67% |
| Parent education - high school graduate | 60% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 65% |
| Parent education - declined to state | 58% |
| All Students | 95% |
| Females | 100% |
| Males | 92% |
| African American | n/a |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 95% |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 98% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 93% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 74% |
| Males | 81% |
| African American | n/a |
| Asian | 89% |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| 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 | 74% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | 50% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 71% |
| Parent education - high school graduate | 86% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 35% |
| Females | 22% |
| Males | 46% |
| African American | n/a |
| Asian | 50% |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| 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 | 37% |
| Non-economically disadvantaged | 32% |
| Students with disability | 23% |
| Students with no reported disability | 39% |
| English learner | 26% |
| Fluent-English proficient and English only | 41% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 32% |
| Parent education - high school graduate | 19% |
| Parent education - some college (includes AA degree) | 37% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 67% |
| Males | 65% |
| African American | n/a |
| Asian | 79% |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| 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) | 82% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 70% |
| Students with disability | 58% |
| Students with no reported disability | 66% |
| English learner | 38% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 57% |
| Parent education - high school graduate | 60% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | 54% |
| All Students | 14% |
| Females | 7% |
| Males | 19% |
| African American | n/a |
| Asian | 18% |
| Filipino | n/a |
| Hispanic or Latino | 11% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 11% |
| Non-economically disadvantaged | 18% |
| Students with disability | 7% |
| Students with no reported disability | 17% |
| English learner | 10% |
| Fluent-English proficient and English only | 15% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 8% |
| Parent education - high school graduate | 15% |
| Parent education - some college (includes AA degree) | 13% |
| Parent education - college graduate | 15% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 64% |
| Males | 73% |
| African American | n/a |
| Asian | 75% |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | 65% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 68% |
| Parent education - high school graduate | 74% |
| Parent education - some college (includes AA degree) | 66% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 65% |
| 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 | 58% |
| Females | 61% |
| Males | 57% |
| African American | n/a |
| Asian | 87% |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | n/a |
| Fluent-English proficient and English only | 58% |
| 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) | 67% |
| 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 | 22% |
| Females | 23% |
| Males | 20% |
| African American | n/a |
| Asian | 38% |
| Filipino | n/a |
| Hispanic or Latino | 18% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 18% |
| Economically disadvantaged | 22% |
| Non-economically disadvantaged | 21% |
| Students with disability | n/a |
| Students with no reported disability | 21% |
| English learner | 26% |
| Fluent-English proficient and English only | 20% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 26% |
| Parent education - high school graduate | 23% |
| Parent education - some college (includes AA degree) | 21% |
| Parent education - college graduate | 15% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 75% |
| Males | 76% |
| African American | n/a |
| Asian | 79% |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | 64% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 67% |
| Parent education - high school graduate | 78% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | n/a |
| All Students | 39% |
| Females | 39% |
| Males | 39% |
| African American | n/a |
| Asian | 57% |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 36% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 39% |
| Students with disability | 10% |
| Students with no reported disability | 43% |
| English learner | 28% |
| Fluent-English proficient and English only | 43% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 35% |
| Parent education - college graduate | 48% |
| Parent education - graduate school/post graduate | 65% |
| Parent education - declined to state | 50% |
| All Students | 69% |
| Females | 62% |
| Males | 76% |
| African American | n/a |
| Asian | 80% |
| Filipino | n/a |
| Hispanic or Latino | 26% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | n/a |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 83% |
| Parent education - not a high school graduate | 59% |
| Parent education - high school graduate | 66% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | n/a |
| All Students | 34% |
| Females | 37% |
| Males | 30% |
| African American | n/a |
| Asian | 56% |
| Filipino | n/a |
| Hispanic or Latino | 24% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 27% |
| Students with disability | n/a |
| Students with no reported disability | 35% |
| English learner | 9% |
| Fluent-English proficient and English only | 41% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 30% |
| 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 | 58% |
| Females | 62% |
| Males | 54% |
| African American | n/a |
| Asian | 70% |
| Filipino | 67% |
| Hispanic or Latino | 45% |
| 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 | 55% |
| Non-economically disadvantaged | 64% |
| Students with disability | 46% |
| Students with no reported disability | 58% |
| English learner | 23% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 47% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | 52% |
| All Students | 22% |
| Females | 19% |
| Males | 25% |
| African American | n/a |
| Asian | 35% |
| Filipino | n/a |
| Hispanic or Latino | 17% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 21% |
| Students with disability | n/a |
| Students with no reported disability | 22% |
| English learner | 23% |
| Fluent-English proficient and English only | 22% |
| Migrant education | n/a |
| Gifted and talented | 36% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 18% |
| Parent education - some college (includes AA degree) | 14% |
| Parent education - college graduate | 27% |
| Parent education - graduate school/post graduate | 35% |
| Parent education - declined to state | 18% |
| All Students | 94% |
| Females | 93% |
| Males | 96% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 98% |
| Non-economically disadvantaged | 83% |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 100% |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 54% |
| Females | 51% |
| Males | 56% |
| African American | n/a |
| Asian | 72% |
| Filipino | 67% |
| Hispanic or Latino | 34% |
| 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 | 53% |
| Non-economically disadvantaged | 56% |
| Students with disability | 36% |
| Students with no reported disability | 54% |
| English learner | 29% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 49% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | 56% |
| All Students | 44% |
| Females | 35% |
| Males | 52% |
| African American | n/a |
| Asian | 59% |
| Filipino | 50% |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 43% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 51% |
| Students with disability | 9% |
| Students with no reported disability | 47% |
| English learner | 20% |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | 85% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | 74% |
| Parent education - declined to state | 36% |
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 | 8% |
| Females | 5% |
| Males | 11% |
| African American | n/a |
| Asian | 25% |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 9% |
| Non-economically disadvantaged | 7% |
| Students with disability | n/a |
| Students with no reported disability | 9% |
| English learner | 17% |
| 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 | 18% |
| 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 | 35% |
| Females | 36% |
| Males | 33% |
| African American | n/a |
| Asian | 44% |
| Filipino | n/a |
| Hispanic or Latino | 26% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 38% |
| Students with disability | n/a |
| Students with no reported disability | 36% |
| English learner | 39% |
| Fluent-English proficient and English only | 32% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 26% |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | 31% |
| Parent education - graduate school/post graduate | 40% |
| Parent education - declined to state | n/a |
| All Students | 65% |
| Females | 69% |
| Males | 59% |
| African American | n/a |
| Asian | 71% |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 54% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | 24% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 75% |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 29% |
| Females | 32% |
| Males | 27% |
| African American | n/a |
| Asian | 40% |
| Filipino | n/a |
| Hispanic or Latino | 18% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | 36% |
| Students with disability | n/a |
| Students with no reported disability | 30% |
| English learner | 21% |
| Fluent-English proficient and English only | 34% |
| Migrant education | n/a |
| Gifted and talented | 81% |
| Parent education - not a high school graduate | 30% |
| Parent education - high school graduate | 22% |
| Parent education - some college (includes AA degree) | 24% |
| Parent education - college graduate | 39% |
| Parent education - graduate school/post graduate | 43% |
| Parent education - declined to state | n/a |
| All Students | 35% |
| Females | 37% |
| Males | 34% |
| African American | n/a |
| Asian | 62% |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 35% |
| Students with disability | 18% |
| Students with no reported disability | 38% |
| English learner | 17% |
| Fluent-English proficient and English only | 40% |
| Migrant education | n/a |
| Gifted and talented | 81% |
| Parent education - not a high school graduate | 28% |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | 40% |
| Parent education - graduate school/post graduate | 43% |
| Parent education - declined to state | n/a |
| All Students | 56% |
| Females | 58% |
| Males | 53% |
| African American | n/a |
| Asian | 65% |
| Filipino | 67% |
| Hispanic or Latino | 43% |
| 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 | 54% |
| Non-economically disadvantaged | 59% |
| Students with disability | 29% |
| Students with no reported disability | 56% |
| English learner | 16% |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 54% |
| Parent education - high school graduate | 51% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 66% |
| Parent education - graduate school/post graduate | 68% |
| Parent education - declined to state | 33% |
| All Students | 9% |
| Females | 11% |
| Males | 6% |
| African American | n/a |
| Asian | 29% |
| Filipino | n/a |
| Hispanic or Latino | 1% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 10% |
| Non-economically disadvantaged | 5% |
| Students with disability | n/a |
| Students with no reported disability | 9% |
| English learner | 21% |
| Fluent-English proficient and English only | 4% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 9% |
| Parent education - some college (includes AA degree) | 7% |
| Parent education - college graduate | 17% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 79% |
| Males | 86% |
| African American | n/a |
| Asian | 85% |
| Filipino | n/a |
| Hispanic or Latino | 66% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 86% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | 79% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 90% |
| Parent education - high school graduate | 77% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 68% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 75% |
| Males | 89% |
| African American | n/a |
| Asian | 85% |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 84% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 76% |
| Parent education - high school graduate | 80% |
| Parent education - some college (includes AA degree) | 92% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 56% |
| Females | 54% |
| Males | 59% |
| African American | n/a |
| Asian | 69% |
| Filipino | 75% |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 59% |
| Students with disability | 19% |
| Students with no reported disability | 60% |
| English learner | 36% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | 52% |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 51% |
| Parent education - college graduate | 66% |
| Parent education - graduate school/post graduate | 70% |
| Parent education - declined to state | 52% |
| 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.
756 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
757 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 | 85% |
| Females | 87% |
| Males | 84% |
| African American | n/a |
| Asian | 86% |
| Filipino | 100% |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 100% |
| Declined to state | 83% |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 92% |
| Economic Status Unknown | n/a |
| Students with disability | 39% |
| Tested with modifications | n/a |
| English learner | 60% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 90% |
| Females | 91% |
| Males | 89% |
| African American | n/a |
| Asian | 96% |
| Filipino | 100% |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 100% |
| Declined to state | 83% |
| Economically disadvantaged | 89% |
| Non-economically disadvantaged | 93% |
| Economic Status Unknown | n/a |
| Students with disability | 43% |
| Tested with modifications | n/a |
| English learner | 84% |
| 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
Asian
Filipino
Hispanic or Latino
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 | 48% | 8% | ||
| Hispanic or Latino | 44% | 49% | ||
| White | 4% | 28% | ||
| African American | 1% | 7% | ||
| Filipino | 1% | 3% | ||
| Multiple or No Response | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 28% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 66% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 34% | 85% | ||
| Mandarin (Putonghua) | 28% | 1% | ||
| Cantonese | 25% | 2% | ||
| Vietnamese | 5% | 2% | ||
| All other non-English languages | 1% | 1% | ||
| Burmese | 1% | 0% | ||
| Chaozhou (Chiuchow) | 1% | 0% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Indonesian | 1% | 0% | ||
| Punjabi | 1% | 1% | ||
| Thai | 1% | 0% | ||
| Arabic | 0% | 1% | ||
| French | 0% | 0% | ||
| German | 0% | 0% | ||
| Gujarati | 0% | 0% | ||
| Japanese | 0% | 0% | ||
| Khmer (Cambodian) | 0% | 0% | ||
| Korean | 0% | 1% | ||
| Lao | 0% | 0% | ||
| Taiwanese | 0% | 0% | ||
| Toishanese | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 32 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 15 | N/A | 11 |
| Average years teaching | 17 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 99% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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101 South Second Street
Alhambra,
CA 91801
Phone: (626) 308-2342
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