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GreatSchools Rating

Aliso Niguel High School

Public | 9-12 | 3060 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 3 ratings
2011:
No new ratings
2010:
Based on 4 ratings

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29 reviews of this school


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Posted August 17, 2012

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


Posted April 18, 2012

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


Posted April 18, 2012

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


Posted April 27, 2010

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


Posted April 7, 2010

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


Posted January 22, 2010

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


Posted November 14, 2009

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


Posted October 10, 2009

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


Posted September 26, 2009

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


Posted April 11, 2009

My child is doing excellent there, and I am very happy to live in Aliso Viejo.
—Submitted by a parent


Posted October 25, 2007

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


Posted June 30, 2007

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


Posted June 30, 2007

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


Posted March 27, 2007

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


Posted February 12, 2007

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


Posted December 28, 2006

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


Posted December 23, 2006

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


Posted November 9, 2006

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


Posted September 26, 2005

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


Posted August 1, 2005

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.

About these ratings

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

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

The API reflects year-over-year schools performance based on STAR test score results from spring 2012.

This school's
API score

881

Change from
2011 to 2012

+19

API Statewide Rank
(2011)

9 / 10

API Similar Schools Rank (2011)

4 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2012

This school's
API score

881

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2011 to 2012

+19

Change from 2011 to 2012
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2011)

9 / 10

API Statewide Rank (2011)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

4 / 10

API Similar Schools Rank (2011)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
Algebra I

The state average for Algebra I was 25% in 2012.

266 students were tested at this school in 2012.

2012

 
 
75%

2011

 
 
74%

2010

 
 
65%

2009

 
 
80%
Algebra II

The state average for Algebra II was 69% in 2012.

102 students were tested at this school in 2012.

2012

 
 
97%

2011

 
 
91%

2010

 
 
88%

2009

 
 
95%
Biology/Life Sciences

The state average for Biology/Life Sciences was 60% in 2012.

488 students were tested at this school in 2012.

2012

 
 
98%

2011

 
 
94%

2010

 
 
91%

2009

 
 
93%
Earth Science

The state average for Earth Science was 39% in 2012.

230 students were tested at this school in 2012.

2012

 
 
58%

2011

 
 
43%

2010

 
 
51%

2009

 
 
50%
English Language Arts

The state average for English Language Arts was 57% in 2012.

743 students were tested at this school in 2012.

2012

 
 
82%

2011

 
 
79%

2010

 
 
80%

2009

 
 
74%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.

148 students were tested at this school in 2012.

2012

 
 
42%

2011

 
 
45%

2010

 
 
48%

2009

 
 
52%
Geometry

The state average for Geometry was 48% in 2012.

221 students were tested at this school in 2012.

2012

 
 
87%

2011

 
 
75%

2010

 
 
79%

2009

 
 
80%
Integrated/Coordinated Science 1

The state average for Integrated/Coordinated Science 1 was 22% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
World History

The state average for World History was 50% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 13% in 2012.

130 students were tested at this school in 2012.

2012

 
 
42%

2011

 
 
39%

2010

 
 
32%

2009

 
 
45%
Algebra II

The state average for Algebra II was 42% in 2012.

204 students were tested at this school in 2012.

2012

 
 
64%

2011

 
 
60%

2010

 
 
47%

2009

 
 
67%
Biology/Life Sciences

The state average for Biology/Life Sciences was 43% in 2012.

146 students were tested at this school in 2012.

2012

 
 
83%

2011

 
 
80%

2010

 
 
72%

2009

 
 
79%
Chemistry

The state average for Chemistry was 51% in 2012.

385 students were tested at this school in 2012.

2012

 
 
88%

2011

 
 
82%

2010

 
 
80%

2009

 
 
81%
Earth Science

The state average for Earth Science was 35% in 2012.

63 students were tested at this school in 2012.

2012

 
 
70%

2011

 
 
71%

2010

 
 
26%

2009

 
 
32%
English Language Arts

The state average for English Language Arts was 50% in 2012.

738 students were tested at this school in 2012.

2012

 
 
75%

2011

 
 
69%

2010

 
 
64%

2009

 
 
68%
Geometry

The state average for Geometry was 17% in 2012.

237 students were tested at this school in 2012.

2012

 
 
44%

2011

 
 
30%

2010

 
 
35%

2009

 
 
35%
High School (Summative) Mathematics (Grade 9-11)

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

 
 
98%

2011

 
 
95%

2010

 
 
96%

2009

 
 
93%
Science

The state average for Science was 53% in 2012.

738 students were tested at this school in 2012.

2012

 
 
77%

2011

 
 
74%

2010

 
 
69%

2009

 
 
69%
World History

The state average for World History was 46% in 2012.

733 students were tested at this school in 2012.

2012

 
 
73%

2011

 
 
68%

2010

 
 
65%

2009

 
 
63%
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 10% in 2012.

62 students were tested at this school in 2012.

2012

 
 
24%

2011

 
 
16%

2010

 
 
8%

2009

 
 
5%
Algebra II

The state average for Algebra II was 15% in 2012.

194 students were tested at this school in 2012.

2012

 
 
28%

2011

 
 
23%

2010

 
 
22%

2009

 
 
19%
Biology/Life Sciences

The state average for Biology/Life Sciences was 53% in 2012.

83 students were tested at this school in 2012.

2012

 
 
88%

2011

 
 
78%

2010

 
 
68%

2009

 
 
64%
Chemistry

The state average for Chemistry was 34% in 2012.

149 students were tested at this school in 2012.

2012

 
 
67%

2011

 
 
49%

2010

 
 
56%

2009

 
 
55%
Earth Science

The state average for Earth Science was 38% in 2012.

57 students were tested at this school in 2012.

2012

 
 
86%

2011

 
 
76%

2010

 
 
69%

2009

 
 
73%
English Language Arts

The state average for English Language Arts was 48% in 2012.

676 students were tested at this school in 2012.

2012

 
 
75%

2011

 
 
66%

2010

 
 
62%

2009

 
 
62%
Geometry

The state average for Geometry was 9% in 2012.

87 students were tested at this school in 2012.

2012

 
 
18%

2011

 
 
23%

2010

 
 
22%

2009

 
 
13%
High School (Summative) Mathematics (Grade 9-11)

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

 
 
82%

2011

 
 
78%

2010

 
 
84%

2009

 
 
74%
Physics

The state average for Physics was 56% in 2012.

189 students were tested at this school in 2012.

2012

 
 
91%

2011

 
 
89%

2010

 
 
83%

2009

 
 
89%
U.S. History

The state average for U.S. History was 48% in 2012.

678 students were tested at this school in 2012.

2012

 
 
75%

2011

 
 
72%

2010

 
 
65%

2009

 
 
66%
World History

The state average for World History was 18% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
0%
Scale: % proficient or advanced

About the tests


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

Algebra I

All Students75%
Females76%
Males75%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged65%
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate75%
Parent education - some college (includes AA degree)76%
Parent education - college graduate71%
Parent education - graduate school/post graduate81%
Parent education - declined to state81%

Algebra II

All Students97%
Females96%
Males96%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)96%
Economically disadvantagedn/a
Non-economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only96%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate97%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Biology/Life Sciences

All Students98%
Females98%
Males98%
African Americann/a
Asian100%
Filipino100%
Hispanic or Latino96%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)97%
Economically disadvantaged91%
Non-economically disadvantaged99%
Students with disabilityn/a
Students with no reported disability98%
English learnern/a
Fluent-English proficient and English only98%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)96%
Parent education - college graduate98%
Parent education - graduate school/post graduate99%
Parent education - declined to state98%

Earth Science

All Students58%
Females40%
Males70%
African Americann/a
Asian58%
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged45%
Non-economically disadvantaged63%
Students with disability46%
Students with no reported disability60%
English learner24%
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate44%
Parent education - some college (includes AA degree)49%
Parent education - college graduate65%
Parent education - graduate school/post graduate66%
Parent education - declined to state54%

English Language Arts

All Students82%
Females87%
Males78%
African American62%
Asian90%
Filipino79%
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged65%
Non-economically disadvantaged86%
Students with disability35%
Students with no reported disability86%
English learner15%
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduate79%
Parent education - high school graduate54%
Parent education - some college (includes AA degree)75%
Parent education - college graduate85%
Parent education - graduate school/post graduate89%
Parent education - declined to state74%

General Mathematics (Grades 6 & 7 Standards)

All Students42%
Females42%
Males42%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
White (not Hispanic)41%
Economically disadvantaged36%
Non-economically disadvantaged45%
Students with disability12%
Students with no reported disability51%
English learner21%
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)49%
Parent education - college graduate43%
Parent education - graduate school/post graduate30%
Parent education - declined to state50%

Geometry

All Students87%
Females86%
Males88%
African Americann/a
Asian90%
Filipinon/a
Hispanic or Latino88%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged81%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)90%
Parent education - college graduate85%
Parent education - graduate school/post graduate90%
Parent education - declined to state88%

Integrated/Coordinated Science 1

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

World History

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

About the tests


In 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

Algebra I

All Students42%
Females40%
Males44%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)49%
Economically disadvantaged29%
Non-economically disadvantaged47%
Students with disability20%
Students with no reported disability49%
English learner36%
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)44%
Parent education - college graduate45%
Parent education - graduate school/post graduate39%
Parent education - declined to state43%

Algebra II

All Students64%
Females63%
Males65%
African Americann/a
Asian76%
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)64%
Economically disadvantaged81%
Non-economically disadvantaged62%
Students with disabilityn/a
Students with no reported disability64%
English learnern/a
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talented72%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)79%
Parent education - college graduate63%
Parent education - graduate school/post graduate61%
Parent education - declined to state65%

Biology/Life Sciences

All Students83%
Females78%
Males89%
African Americann/a
Asian91%
Filipinon/a
Hispanic or Latino76%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged86%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)88%
Parent education - college graduate80%
Parent education - graduate school/post graduate93%
Parent education - declined to state68%

Chemistry

All Students88%
Females84%
Males93%
African Americann/a
Asian85%
Filipino88%
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged93%
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduaten/a
Parent education - high school graduate75%
Parent education - some college (includes AA degree)84%
Parent education - college graduate88%
Parent education - graduate school/post graduate91%
Parent education - declined to state82%

Earth Science

All Students70%
Females75%
Males66%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)66%
Economically disadvantaged61%
Non-economically disadvantaged73%
Students with disability27%
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)80%
Parent education - college graduate63%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students75%
Females79%
Males71%
African American67%
Asian82%
Filipino75%
Hispanic or Latino66%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged62%
Non-economically disadvantaged78%
Students with disability4%
Students with no reported disability80%
English learner21%
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduate33%
Parent education - high school graduate76%
Parent education - some college (includes AA degree)65%
Parent education - college graduate83%
Parent education - graduate school/post graduate83%
Parent education - declined to state59%

Geometry

All Students44%
Females38%
Males52%
African Americann/a
Asian50%
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)45%
Economically disadvantaged45%
Non-economically disadvantaged44%
Students with disabilityn/a
Students with no reported disability45%
English learnern/a
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduaten/a
Parent education - high school graduate19%
Parent education - some college (includes AA degree)46%
Parent education - college graduate53%
Parent education - graduate school/post graduate41%
Parent education - declined to state28%

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

All Students98%
Females98%
Males98%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)97%
Economically disadvantagedn/a
Non-economically disadvantaged98%
Students with no reported disability98%
English learnern/a
Fluent-English proficient and English only98%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate100%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Science

All Students77%
Females77%
Males77%
African American73%
Asian80%
Filipino79%
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged57%
Non-economically disadvantaged81%
Students with disability15%
Students with no reported disability82%
English learner21%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduate25%
Parent education - high school graduate66%
Parent education - some college (includes AA degree)74%
Parent education - college graduate83%
Parent education - graduate school/post graduate86%
Parent education - declined to state60%

World History

All Students73%
Females69%
Males77%
African American60%
Asian82%
Filipino83%
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged51%
Non-economically disadvantaged77%
Students with disability21%
Students with no reported disability76%
English learner25%
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate42%
Parent education - high school graduate58%
Parent education - some college (includes AA degree)65%
Parent education - college graduate80%
Parent education - graduate school/post graduate82%
Parent education - declined to state57%
Scale: % proficient or advanced

About the tests


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

Algebra I

All Students24%
Females33%
Males18%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino23%
White (not Hispanic)23%
Economically disadvantaged27%
Non-economically disadvantaged23%
Students with disabilityn/a
Students with no reported disability25%
English learnern/a
Fluent-English proficient and English only25%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state24%

Algebra II

All Students28%
Females27%
Males28%
African Americann/a
Asian62%
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)24%
Economically disadvantaged37%
Non-economically disadvantaged26%
Students with disabilityn/a
Students with no reported disability27%
English learnern/a
Fluent-English proficient and English only27%
Migrant educationn/a
Gifted and talented50%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state27%

Biology/Life Sciences

All Students88%
Females89%
Males86%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latino91%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged73%
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state88%

Chemistry

All Students67%
Females60%
Males76%
African Americann/a
Asian73%
Filipinon/a
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged63%
Non-economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state67%

Earth Science

All Students86%
Females85%
Males87%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)84%
Economically disadvantagedn/a
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state87%

English Language Arts

All Students75%
Females81%
Males69%
African American50%
Asian84%
Filipino70%
Hispanic or Latino72%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged58%
Non-economically disadvantaged78%
Students with disability25%
Students with no reported disability78%
English learner17%
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)72%
Parent education - college graduate65%
Parent education - graduate school/post graduate57%
Parent education - declined to state77%

Geometry

All Students18%
Females11%
Males26%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino20%
American Indian or Alaska Nativen/a
White (not Hispanic)21%
Economically disadvantaged6%
Non-economically disadvantaged21%
Students with disabilityn/a
Students with no reported disability18%
English learnern/a
Fluent-English proficient and English only17%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state17%

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

All Students82%
Females81%
Males84%
African Americann/a
Asian90%
Filipinon/a
Hispanic or Latino72%
American Indian or Alaska Nativen/a
White (not Hispanic)81%
Economically disadvantaged79%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state83%

Physics

All Students91%
Females90%
Males91%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latino94%
American Indian or Alaska Nativen/a
White (not Hispanic)89%
Economically disadvantaged83%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state92%

U.S. History

All Students75%
Females75%
Males76%
African American65%
Asian85%
Filipino75%
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged62%
Non-economically disadvantaged78%
Students with disability22%
Students with no reported disability79%
English learner25%
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)67%
Parent education - college graduate64%
Parent education - graduate school/post graduate57%
Parent education - declined to state78%

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 83% in 2012.

746 students were tested at this school in 2012.

2012

 
 
94%

2011

 
 
95%

2010

 
 
95%

2009

 
 
96%
Math

The state average for Math was 84% in 2012.

745 students were tested at this school in 2012.

2012

 
 
94%

2011

 
 
95%

2010

 
 
96%

2009

 
 
97%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students94%
Females96%
Males92%
African American86%
Asian96%
Filipino100%
Hispanic or Latino92%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)94%
Declined to state97%
Economically disadvantaged88%
Non-economically disadvantaged96%
Economic Status Unknown92%
Students with disability39%
Tested with modificationsn/a
English learner70%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students94%
Females95%
Males93%
African American86%
Asian99%
Filipino100%
Hispanic or Latino88%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)95%
Declined to state97%
Economically disadvantaged85%
Non-economically disadvantaged97%
Economic Status Unknown92%
Students with disability51%
Tested with modificationsn/a
English learner74%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

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%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 14%N/A24%
Students eligible for free or reduced-price lunch program 210%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

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%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 32N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 12N/A11
Average years teaching 15N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 97%N/A96%
Emergency credential or waiver 7%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

28000 Wolverine Way
Aliso Viejo, CA 92656
Website: Click here
Phone: (949) 831-5590

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