GreatSchools Rating
In the know: Get our expert advice on schools
Share with friends! Post your opinion of Aliso Niguel High School on Facebook.
Teacher quality
Principal leadership
Parent involvement
PLENTY of AP, Honor, and Acc. classes and a unique choice of a 7-class schedule, which is a plus for big achievers. Band program is great, orchestra gets the complete short end of the stick with funding (orchestra room is a TRAILER!!), but there are many EXCEEDINGLY talented musicians in the top orchestras, although bottom level ones stink. Some teachers are EXCELLENT and AP/Honors/Acc. classes are more than challenging for even the brightest. Students, for the most part, are extremely clique-y, cold, and generally un-including. HUGE division between MEGA achievers and drop-outs. Huge division with 'popular", "normal", "nerdy", and "asian" cliques. Extremely hard to make MEANINGFUL friendships. LOTS of exclusion, and the "popular" people are extremely rude and mean and obnoxious in every way imaginable, almost unbearably so. SOME teachers are horrendously mean and grade very unfairly, leaving some students with almost no control over their own grade. (this is coming from a top-honors student) The 2 stars are for the good teachers and amazing academics. Also, lots of trailers, ugly old campus and all materials used are underabundant, old, and falling apart. BEWARE.
—Submitted by a student
I moved to the area because of the school's reputation. I should have done more research. Stay very, very far away unless you can afford private school. It might have once been a good school but not now. I promised my children we would not move again until they graduated from high school, but I should have broken that promise for their own good. They have each made life-long, good friends, but they had to work very hard in college to make up for everything they did not learn. And, yes, the bullying is a problem. My son recently told me about an incident where someone bloodied his nose simply because he didn't like him. Nothing was done. Glad we are out of there now. Stay away.
—Submitted by a parent
Both my sons went through Aliso Niguel High School. While some teachers were good, many were not. If your kid is already academically motivated, she or he mighut lazyt do very, very well. If not, though, they wil probably just be processed through, like mine. One was a special ed student, and the school failed him miserably. The school failed to stop bullying, and it was sometimes extreme. My other son was gifted but lazy, and no teacher tried to connect with him and help him. He, too,was bullied (and sometiems because of his brother), and no one even tried to help him. Not my idea of excellence. On standardized testing, parents of special ed kids are encouraged to refuse to have their kids tested to avoid the impact on school scores.
—Submitted by a parent
A great school with a whole body of dedicated quality teachers!! My son is doing well in this school. He has very good friendship with his classmates, he doesn't want to go to any other school except attending this school. But as a parent, i have a feeling, since it is a big school, for any sports, your kids have to be very competitive to get into the school team. This is my only regret for my son.
—Submitted by a parent
Aliso Niguel is one of the most competitive schools in the district, in terms of academics. The staff is extremely dedicated while the students are challenged for the most part with the rigorous coursework and curriculum ANHS has to offer. My daughter is currently a junior at Aliso and I can certainly say she has been challenged with the accelerated and AP curriculum. In addition, the school has the highest AP pass rate in the district, an impressive 85% while also maintaining a 90th percentile pass rate on the California Exit Exam, making Aliso Niguel a great school with excellent staff, facilities, and academics! The principal, Mr. Salter, seems to be very dedicated, constantly sending emails and phone calls home to update parents on school events.
—Submitted by a parent
My child is a junior at Aliso Niguel and has been with the Capo district since 6th grade. We love it! Principal Salter cares about the school & students, he emails & calls parents regularly. And has a coffee house chat for parents on Saturdays. The school is demanding and staff has high expectations of students. If you want your child to attend a safe, challenging school with caring teachers & a principal you will adore, then ANHS is the school for you.
—Submitted by a parent
Aliso is definately a great school. I am now in my senior year and have had a good experience all the way through. We have a principal who cares deeply about students succeeding and receiving the proper education for college. When it comes to academics, no other high school near Aliso even comes close. However, sports are another story. We definately have one of the weakest sports programs in OC, although it is starting to get better. If academics is your main focus, definately come to Aliso. If sports is, then I would recommend another school.
—Submitted by a student
Great teachers, facilities, and extra curricular activities/electives. Aliso offers plenty of opportunities, arts, and sports for students to participate in. With the highest AP test pass rate in the district, the Advanced Placement courses at Aliso are extremely demanding. Students will be adequately prepared for college and beyond spending 4 years at this outstanding school!
—Submitted by a student
Currently I'm a sophomore at Aliso, and while many honors or ap classes have some of the most dedicated teachers around, the normal classes get the short end of the stick. The teachers of regular classes for the most part see no problem in letting students fall asleep, talk in class, and generally just goof off instead of paying attention to the insanely easy curriculum. Another problem is massive overcrowding, with the hallways being nearly impossible to navigate during passing periods. However, if a student does try, I firmly believe ANHS can offer a very high quality education that will prepare them for college or a career (ROP)
—Submitted by a student
My child is doing excellent there, and I am very happy to live in Aliso Viejo.
—Submitted by a parent
I have two kids that attend(ed) ANHS - one is now at a top ranked UC and the other is a junior. They both have received an excellent education. Those that have posted that were unhappy appear to be those involved in sports and other outside activities. From what I have seen, the school encourages and recognizes sports and extra curricular but places the most emphasis on academic and learning to be be contributing members of the society. The principal is passionate about supporting the students and helping them be successful. The PTA offers opportunities for involvement and also provides excellent programs on teen issues. This is an excellent school.
—Submitted by a parent
We have a 9th & 10th graders at the school. Principal Salter cares about the safety of all the students. He is more concerned about the welfare of these young adults than some parents and regretfully, has been unfairly criticized for his upholding policies. The PTSA's involvement in activities & parental education is top-notch. The ROP office and programs have been invaluable. If students can apply themselves to get the most out of their education at ANHS and leverage all the resources there(guidance, faculty, ROP, etc), we will have many, many world-changing Wolverines we can proudly call our own. Go Aliso Niguel!
—Submitted by a parent
We had 2 boys graduating from ANHS. One of them just this past month. This is an outstanding High School. If you are willing to work hard and take advantage of the multitude of academic opportunities, you will be well prepared for college. ANHS sends graduates to many of the top universities and institutions in the country, from West Point to Stanford. The athletic program is equally outstanding. This is one impressive school.
—Submitted by a parent
Too political. Music and athletic departments at each others throats. Technology not updated. My son graduated very disappointed with the culture at the 'hot school'. My daughter will not attend this school.
—Submitted by a parent
Currently I am a sophomore at Aliso Niguel. Generally speaking, it has the possibilty of being a great school, but the student must take initiative in choosing their academic classes. The AP classes, which I am taking, offer absolutely wonderful teachers who try their hardest to engage the students intellectually. Conversely, the regular classes seem to get the raw end of the deal. The class always seems to get held back; people talk at the same time as the teacher or get confused because the teachers don't command as much respect, and, frankly, haven't earned it. If one takes the most challenging courses, one can get an amazing education.
—Submitted by a student
I have two kids attending Aliso, senior and a freshman, overall this is a grade A high school with great teachers, coaches and students. Sports are a big part of the environment at the school and have help place it on the map in southern California.
—Submitted by a parent
I have two sons that graduated from Aliso Niguel and a daughter who is currently attending. I'm proud to say that I believe my children have gotten an excellent education here. Especially in their junior and senior years, they had many outstanding, caring teachers. For college bound students, the number of AP classes is greater than any of the schools my friends' children attend. While it is a large school, there are many activities for kids to participate in to help them feel like they belong. The school is large enough that whatever you do, there are many other kids doing it with you, whether it be sports, music, clubs or dance. Lastly, Mr. Salter, the principal is outstanding as both a principal and a person. He really goes the 'extra mile' to connect with students wherever he can and he really cares about their well-being.
—Submitted by a parent
I have an 1 son attending ANHS (Junior). Academically the school is very competitive compared to friends course loads and work expectations at rival schools. If anything, I'd like to see less of a work load as there is little time for social activities ourside of academic and athletic load. Sports programs are available to boys and girls in a wide range of athletic events. Arts are prevalent on campus. Administration cares and strongly welcomes parental involvement. School today anywhere requires this. Extensive volunteer opportunities for parents. Students are involved heavily in community service programs proving that there is more than one side to the 'picture' of Aliso Niguel. I would not look for another high school opportunity for my son outside of ANHS. He is challenged, and like any student is aware of the less attractive side of student life -and that is not unique to Aliso Niguel.
—Submitted by a parent
My daughter has attended this high school for one year. She is currently in her sophmore year. We have found the academics extremely challenging. They are a variety of AP classes offerred. Their AP classes are quite full, indicating a strong and competitve environment. The teachers she has had are more than qualified to teach their subjects. Several of the teachers teach with so much passion that it would make me want to go back to school. The amount of homework for the advance classes are quite exhasting, but that is to be expected from the AP classes. These are definitely taught with college credit in mind. All the teachers have been available for conferences. There is little to no turnover with theiir academic teachers. The Principal, Dr. Salter, is the main reason we chose to attend this school. He has morals and work ethic you would expect at private catholic
—Submitted by Tina, a parent
Very overpopulated school. Walking around hallways for the students was extremely difficult. Music and art were excellent programs. Athletics were available but only to selected individuals.
—Submitted by a former 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 25% in 2012.
266 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
102 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
488 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
230 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
743 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.
148 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
221 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
130 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
204 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
146 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
385 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
63 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
738 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
237 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.
100 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
738 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.
62 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
194 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
83 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
149 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
57 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
676 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
87 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.
247 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
189 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
678 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 | 75% |
| Females | 76% |
| Males | 75% |
| African American | n/a |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 75% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | 81% |
| All Students | 97% |
| Females | 96% |
| Males | 96% |
| African American | n/a |
| Asian | 97% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | n/a |
| 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 | 96% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| 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 | 97% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 98% |
| Females | 98% |
| Males | 98% |
| African American | n/a |
| Asian | 100% |
| Filipino | 100% |
| Hispanic or Latino | 96% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Economically disadvantaged | 91% |
| Non-economically disadvantaged | 99% |
| Students with disability | n/a |
| Students with no reported disability | 98% |
| English learner | n/a |
| Fluent-English proficient and English only | 98% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 96% |
| Parent education - college graduate | 98% |
| Parent education - graduate school/post graduate | 99% |
| Parent education - declined to state | 98% |
| All Students | 58% |
| Females | 40% |
| Males | 70% |
| African American | n/a |
| Asian | 58% |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| 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) | 64% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 63% |
| Students with disability | 46% |
| Students with no reported disability | 60% |
| English learner | 24% |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 49% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 66% |
| Parent education - declined to state | 54% |
| All Students | 82% |
| Females | 87% |
| Males | 78% |
| African American | 62% |
| Asian | 90% |
| Filipino | 79% |
| Hispanic or Latino | 67% |
| 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) | 85% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 86% |
| Students with disability | 35% |
| Students with no reported disability | 86% |
| English learner | 15% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 79% |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 74% |
| All Students | 42% |
| Females | 42% |
| Males | 42% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 41% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 45% |
| Students with disability | 12% |
| Students with no reported disability | 51% |
| English learner | 21% |
| Fluent-English proficient and English only | 44% |
| 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) | 49% |
| Parent education - college graduate | 43% |
| Parent education - graduate school/post graduate | 30% |
| Parent education - declined to state | 50% |
| All Students | 87% |
| Females | 86% |
| Males | 88% |
| African American | n/a |
| Asian | 90% |
| Filipino | n/a |
| Hispanic or Latino | 88% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 90% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | 88% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 42% |
| Females | 40% |
| Males | 44% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 49% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 47% |
| Students with disability | 20% |
| Students with no reported disability | 49% |
| English learner | 36% |
| Fluent-English proficient and English only | 43% |
| 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) | 44% |
| Parent education - college graduate | 45% |
| Parent education - graduate school/post graduate | 39% |
| Parent education - declined to state | 43% |
| All Students | 64% |
| Females | 63% |
| Males | 65% |
| African American | n/a |
| Asian | 76% |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | n/a |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 72% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 61% |
| Parent education - declined to state | 65% |
| All Students | 83% |
| Females | 78% |
| Males | 89% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 86% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 88% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | 68% |
| All Students | 88% |
| Females | 84% |
| Males | 93% |
| African American | n/a |
| Asian | 85% |
| Filipino | 88% |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 93% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 75% |
| Parent education - some college (includes AA degree) | 84% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | 82% |
| All Students | 70% |
| Females | 75% |
| Males | 66% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 66% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 73% |
| Students with disability | 27% |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 79% |
| Males | 71% |
| African American | 67% |
| Asian | 82% |
| Filipino | 75% |
| Hispanic or Latino | 66% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 78% |
| Students with disability | 4% |
| Students with no reported disability | 80% |
| English learner | 21% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 76% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 59% |
| All Students | 44% |
| Females | 38% |
| Males | 52% |
| African American | n/a |
| Asian | 50% |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 45% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 44% |
| Students with disability | n/a |
| Students with no reported disability | 45% |
| English learner | n/a |
| Fluent-English proficient and English only | 44% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 19% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | 41% |
| Parent education - declined to state | 28% |
| All Students | 98% |
| Females | 98% |
| Males | 98% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 97% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 98% |
| Students with no reported disability | 98% |
| 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 | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 77% |
| Males | 77% |
| African American | 73% |
| Asian | 80% |
| Filipino | 79% |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 81% |
| Students with disability | 15% |
| Students with no reported disability | 82% |
| English learner | 21% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 66% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 60% |
| All Students | 73% |
| Females | 69% |
| Males | 77% |
| African American | 60% |
| Asian | 82% |
| Filipino | 83% |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 77% |
| Students with disability | 21% |
| Students with no reported disability | 76% |
| English learner | 25% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 57% |
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 | 24% |
| Females | 33% |
| Males | 18% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 23% |
| White (not Hispanic) | 23% |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 23% |
| Students with disability | n/a |
| Students with no reported disability | 25% |
| English learner | n/a |
| Fluent-English proficient and English only | 25% |
| 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 | 24% |
| All Students | 28% |
| Females | 27% |
| Males | 28% |
| African American | n/a |
| Asian | 62% |
| 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) | 24% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 26% |
| Students with disability | n/a |
| Students with no reported disability | 27% |
| English learner | n/a |
| Fluent-English proficient and English only | 27% |
| Migrant education | n/a |
| Gifted and talented | 50% |
| 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 | 27% |
| All Students | 88% |
| Females | 89% |
| Males | 86% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 91% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 88% |
| All Students | 67% |
| Females | 60% |
| Males | 76% |
| African American | n/a |
| Asian | 73% |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 68% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | n/a |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| 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 | 67% |
| All Students | 86% |
| Females | 85% |
| Males | 87% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 87% |
| All Students | 75% |
| Females | 81% |
| Males | 69% |
| African American | 50% |
| Asian | 84% |
| Filipino | 70% |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 78% |
| Students with disability | 25% |
| Students with no reported disability | 78% |
| English learner | 17% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 57% |
| Parent education - declined to state | 77% |
| All Students | 18% |
| Females | 11% |
| Males | 26% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 21% |
| Economically disadvantaged | 6% |
| Non-economically disadvantaged | 21% |
| Students with disability | n/a |
| Students with no reported disability | 18% |
| English learner | n/a |
| Fluent-English proficient and English only | 17% |
| 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 | 17% |
| All Students | 82% |
| Females | 81% |
| Males | 84% |
| African American | n/a |
| Asian | 90% |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| 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 | 83% |
| All Students | 91% |
| Females | 90% |
| Males | 91% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 94% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| 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 | 92% |
| All Students | 75% |
| Females | 75% |
| Males | 76% |
| African American | 65% |
| Asian | 85% |
| Filipino | 75% |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 78% |
| Students with disability | 22% |
| Students with no reported disability | 79% |
| English learner | 25% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| 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 | 64% |
| Parent education - graduate school/post graduate | 57% |
| Parent education - declined to state | 78% |
| 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.
746 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
745 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 | 94% |
| Females | 96% |
| Males | 92% |
| African American | 86% |
| Asian | 96% |
| Filipino | 100% |
| Hispanic or Latino | 92% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Declined to state | 97% |
| Economically disadvantaged | 88% |
| Non-economically disadvantaged | 96% |
| Economic Status Unknown | 92% |
| Students with disability | 39% |
| Tested with modifications | n/a |
| English learner | 70% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 94% |
| Females | 95% |
| Males | 93% |
| African American | 86% |
| Asian | 99% |
| Filipino | 100% |
| Hispanic or Latino | 88% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 95% |
| Declined to state | 97% |
| Economically disadvantaged | 85% |
| Non-economically disadvantaged | 97% |
| Economic Status Unknown | 92% |
| Students with disability | 51% |
| Tested with modifications | n/a |
| English learner | 74% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
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 | ||
|---|---|---|---|---|
| White | 66% | 28% | ||
| Asian | 12% | 8% | ||
| Hispanic or Latino | 11% | 49% | ||
| Multiple or No Response | 5% | 3% | ||
| Filipino | 3% | 3% | ||
| African American | 2% | 7% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 4% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 10% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 49% | 85% | ||
| Farsi (Persian) | 18% | 0% | ||
| Korean | 7% | 1% | ||
| Mandarin (Putonghua) | 7% | 1% | ||
| All other non-English languages | 2% | 1% | ||
| Arabic | 2% | 1% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| French | 2% | 0% | ||
| Japanese | 2% | 0% | ||
| Khmer (Cambodian) | 2% | 0% | ||
| Vietnamese | 2% | 2% | ||
| Cantonese | 1% | 2% | ||
| Dutch | 1% | 0% | ||
| German | 1% | 0% | ||
| Indonesian | 1% | 0% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 1% | 0% | ||
| Turkish | 1% | 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 | 12 | N/A | 11 |
| Average years teaching | 15 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 97% | N/A | 96% |
| Emergency credential or waiver | 7% | N/A | 2% |
Tips for understanding school culture
Apply
Tell parents
more about
your school
Visit
28000 Wolverine Way
Aliso Viejo,
CA 92656
Website: Click here
Phone: (949) 831-5590
To start a new list, click OK. Otherwise click Cancel.
Community Roots Academy
Aliso Viejo, CA
Capistrano Connections Academy Charter
Aliso Viejo, CA
Laguna Niguel Junior Academy
Laguna Niguel, CA
Saddleback Christian Academy
Laguna Niguel, CA
Laguna Hills High School
Laguna Hills, CA
Halstrom Academy Mission Viejo
Mission Viejo, CA
About GreatSchools
Our mission is to inspire and support families to champion their children's education - at school, at home and in their community. We are a national non-profit with offices in San Francisco, Milwaukee, Washington D.C. and Indianapolis.
Find the great schools in California
GreatSchools, Inc. 160 Spear Street, Suite 1020, San Francisco, CA 94105
©1998-2013 GreatSchools Inc. All Rights Reserved. GreatSchools is a 501(c)(3) not-for-profit organization
Thank you! You will begin to receive newsletters from us shortly.
Great work! Only one more step. Now we just need you to verify your email address. Please click on the link in the email we just sent you to complete your registration.
Great work! Only one more step. Now we just need you to verify your email address. Please click on the link in the email we just sent you to submit your review.
Please click on the link in the verification email we just sent you to complete your change of email address.
Whoops! It looks like we still need to verify your email. To do so, please click on the link in the email we sent you. Can't find the e-mail? Click the button below and we'll send you a new one.
Thanks for registering. Welcome to GreatSchools, the largest online community committed to improving educational outcomes through parental involvement.
Thanks for verifying your updated email address.
Oops! You haven't verified your email address yet. To do so, please click on the link in the email we sent you. Can't find the email? Click the button below to receive a new one.
Oops! That email verification link has expired. Please click the button below to receive a new one.
Join GreatSchools to participate in the parent community and other discussions on our site.
Your review has been posted to GreatSchools.
Share with friends! Post your opinion of Aliso Niguel High School on Facebook.
Welcome to GreatSchools!
For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
Please note that it can take up to 48 hours for your comment to be posted to our site. While you're here, we'd like to invite you to fill out a survey on your school's programs, activities, and extracurriculars. It only takes a few minutes and will help parents get a full picture of your school.
Continue to compare the schools you have already selected or Edit schools to change your selection.
Get started now! You have successfully registered and can now start updating your Official School Profile. The information you provide is extremely valuable in helping parents and students learn more about your school, so thanks for taking the time!
Thank you for registering as a school leader. We just need to verify your email address. We've sent you an email - please click on the link in that message to get started editing your school's information!

