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GreatSchools Rating

Esperanza High School

Public | 9-12 | 1808 students

 
 

Living in Anaheim

Situated in an urban neighborhood. The median home value is $426,300. The average monthly rent for a 2 bedroom apartment is $2,080.

Source: Sperling's Best Places
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 2 ratings
2012:
Based on 3 ratings
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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24 reviews of this school


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Posted August 21, 2013

The Good: World History teacher is phenomenal. His standards, expectations, and methods of composition are unmatched. The Bad: D = Diploma! EHS focuses on the 40% of students that push themselves hard enough to gain University admission upon graduation AND their overall school rating. News Flash: those students would achieve regardless; EHS cannot take credit for that. EHS needs to focus on the average kids and stop pushing them off onto community colleges (other 60% of graduates). I would like to see how many of those 60% actually completed a university program. Community colleges are a great gateway to a university, however, most students are underprepared. The 60% of unsuccessful non-CSU qualified students outweighs the 40% that are university bound and creates a negative. This is not just an EHS problem, it is a State problem. I realize that EHS is just a player in the political game but unfortunately, if you are not a part of the solution, you are part of the problem. Don't worry though, in the State of California, and Esperanza, you can graduate high school with all D's. Hopefully parents will expect more from their children and will pierce the veil.
—Submitted by a parent


Posted June 1, 2013

the principal at this school is unwilling to listen to any concerns or issues brought on by student or parent. He does his "investigating" of his staff & has his mind made up that there automatically right. all he cares about is the reputation of the school. And thats just wrong! Its about the kids but when someone doesnt listen to a clear concern,,makes me wonder y your a principal, and makes u think wait if the principal is like that, do i really want my kids going to that school with that type of "leadership?"


Posted December 22, 2012

The Principal/school leadership is rude and unwilling to listen to legitimate parental concerns, the Theatre Arts department is a complete disappointment. These two major flaws made it hard to fairly evaluate other aspects of the schools programs
—Submitted by a parent


Posted June 10, 2012

Regarding the post made during January 2012, I am also a student taking multiple AP classes including AP Language Arts. I would like to point out the fallacious nature of that previous post. I have seen and know for a fact that our AP Language Arts (APLA) teacher was in the classroom teaching for more than a quarter and a half, whereupon she had to leave for health reasons. A very apt substitute was chosen to take her place, who has long term subbed for another APLA teacher before. The administration of Esperanza High School has done an exemplary job of dealing with these unforeseen crises. If you are reading this, please do not take into consideration this extenuating circumstance in your holistic consideration of whether Esperanza is the right high school for your child. Thank you.
—Submitted by a student


Posted January 30, 2012

I am a student at Esperanza High School taking AP English and several other rigorous courses, and although I have been at Esperanza for a short duration of time, I am still extremely disappointed in the quality of Esperanza's Language Arts program. For any student or parent, regardless the circumstance, it is a terrible disappointment to know that the teacher has been in the class less than 5% of the Semester. Since my attendance, I have met my teacher TWO times. Other students have told me that she is rarely in the classroom. With such an array of substitutes, (and I must say that I do give credit to the substitutes), there has been actually very little teaching done! It is incredulously absurd! For approximately 20 minutes, we do Silent Sustained Reading of a book of our choice, then complete fill-in-the-blank worksheets, fill out precis, vocabulary, etc. Although we are assigned a book every quarter, we do not discuss the book. Absolute. You must understand that there is absolutely VERY LITTLE student-teacher interaction regarding the academics and course fundamentals! In point blank, WE DO NOT LEARN ANYTHING. Something must be done!!!
—Submitted by a student


Posted September 17, 2009

I have had 2 students come through Esperanza, and have been thrilled with the school. The administration and counselors have been great and really helped my son through some tough times. They were always willing to listen. The teachers pushed my kids to excel. The extra curricular oportunites seemed endless. You'd be lucky to go there!
—Submitted by a parent


Posted June 23, 2009

Ok I go to Esperanza High, its a really good school. There aren't many fights (thats a good thing for you parents out there). The teachers are nice. Its just too crowded but luckily they are building a new high school in Yorba Linda. Also there's a program for failing students it's called S.E.R.V.E. It helps students with homework and we do lots of fun stuff on Fridays. We talk about stuff thats happening around us and stuff that happened to us in the past it's called Time Line Of Loss and we could get one on one time with Mr. Lopez (the teacher) and in that class you get to know lots of people...like people you would never talk to. In that class we are a family. We go on feild trips. The last one went to was the Museum Of Tolerance (It is a sad place to visit) I think it's a good school and S.E.R.V.E. makes it better because Mr. Lopez helps students so we can graduate (and some students thought they wouldn't be able to graduate high school because of thier grades in the past) thanks Mr. Lopez for being there when we all need you. EHS S.E.R.V.E.! Go Aztecs!
—Submitted by a student


Posted May 31, 2009

I have two students at Esperanza High; both sophomores. So far, I would rank this school as 'average' in academics and social programs. My greatest disappointment is with the counselors. Trying to get the time of day with them is impossible. I thought the counselors were supposed to 'counsel' not just process schedules and paperwork.
—Submitted by a parent


Posted April 5, 2009

We have had kids at EHS since 1998, we have a choice to go to the new yorba linda HS, with the new academies kicking off at EHS we are leaving our students at Esperanza, Dance Academy, Fire Academy which we will be the only OC school with a fire truck for trainning for future fire fighters, Medical Academy for students to explore a carrear in the health industries. Best of all we have a new principal, we needed a change of leadership for years.
—Submitted by a parent


Posted February 20, 2009

I have had children and grandchildren attend esperanza and more to enter. It is a good school! however, i feel homework assignments need to be posted on line by all teachers at all school sites in the pylsd. This works very well at travis ranch k-8. Parent and child know what is due for the week and what major projects are coming their way. Then, there truly will be 'no child left behind' their was. This way no child is left behind!
—Submitted by a parent


Posted September 25, 2008

Esperanza is an awesome school the teachers are fun and teach well Esperanza also has great coaches highly recommend going to this school
—Submitted by a student


Posted September 19, 2008

According to my kids who attended (3 girls) there were two schools. One school was for the honors' students and was challenging. My daughter had from 5-7 hours of homework a night. The other school was for the rest of the students with no homework (another daughter). My daughter from the honors class took a non-honors class in history one year and said it was the easiest, non-challenging class she had ever taken. I really liked the faculty I met at back-to-school nights and felt that they were great teachers (taught honors and AP courses). However, I felt the vice principles and the counselor were rude and disrespectful to me as a parent when we made a simple request for a class change. They were very unwilling to put the best interests of the student ahead of their own stubborn arrogance. Other parents feel the same way.
—Submitted by a parent


Posted May 17, 2008

This is an amazing academic and sports school. I am proud to be on a winning football team and excel in the classroom as well. I have great peers and the staff there is amazing.
—Submitted by a student


Posted July 15, 2007

I was a senior this last year and now I am headed to a four year university. It is my strong belief that the teachers and administrators are among the very best in the educational community. Teachers are very involved with their students and make sure that no student is left behind the rest. I had a choice between Servite and Esperanza and I know that I would make the same choice anytime. Along with the educational benefits, this school has great benefits when it comes to going to college the counselors are very helpful seeing as almost all student go to follow a further education. I love Esperanza. Great students and faculty.
—Submitted by a former student


Posted June 26, 2007

I will have a senior this year and an 8th grader following for the next 4 years. I feel so fortunate my kids have been and will continue to attend Esperanza. Esperanza is everything that a parent, student, and teacher could ever ask for in a high school. From outstanding academic programs with consistently high scholastic performance results, to the long standing tradition of excellence in sports, the performing arts (Band, orchestra, vocal music), debate teams, etc., Esperanza provides opportunities for the needs and desires of virtually every student that walks through the front door. The entire campus staff, from Principal through the faculty and all of the other administrative and support personnel operate from a perspective of high personal respect towards students which results in an environment conducive to what I believe contributes to the the highest quality educational experience high schoolers and their families could ever hope for.
—Submitted by a parent


Posted March 27, 2007

One of the finest schools public or private in Orange County. Have an excellent API score and you get a very good education in terms of college preparation. The girls basketball program is very well run from my experiences as well.
—Submitted by a former student


Posted March 6, 2007

Great academics and sports programs. Teachers are involved and, generally, so are parents.
—Submitted by a student


Posted August 16, 2006

Very Good School, with good teachers and sound academics. My son transferred from a private school background and I have been very pleasantly surprised.... no regrets!
—Submitted by a parent


Posted February 6, 2006

GReat school! Love the staff!
—Submitted by a parent


Posted January 29, 2006

Quality of academic programs is generally good with a high percentage of student participation. Sports, especially football and soccer are well organized and is good. Parents are generally well involved.
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

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

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

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

859

Change from
2012 to 2013

-10

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

7 / 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 2013

This school's
API score

859

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

-10

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 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
(2012)

9 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

7 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
Algebra I

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

132 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
54%

2011

 
 
60%

2010

 
 
74%
Algebra II

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

36 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
94%

2011

 
 
97%

2010

 
 
100%
Biology/Life Sciences

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

210 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
87%

2011

 
 
88%

2010

 
 
86%
Earth Science

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

72 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
61%

2011

 
 
62%

2010

 
 
52%
English Language Arts

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

465 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
77%

2011

 
 
77%

2010

 
 
82%
General Mathematics (Grades 6 & 7 Standards)

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

136 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
34%

2011

 
 
50%

2010

 
 
59%
Geometry

The state average for Geometry was 45% in 2013.

162 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
70%

2011

 
 
73%

2010

 
 
86%
Integrated/Coordinated Science I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

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

129 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
28%

2011

 
 
35%

2010

 
 
36%
Algebra II

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

145 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
65%

2011

 
 
59%

2010

 
 
56%
Biology/Life Sciences

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

163 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
68%

2011

 
 
64%

2010

 
 
55%
Chemistry

The state average for Chemistry was 46% in 2013.

233 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
73%

2011

 
 
80%

2010

 
 
74%
Earth Science

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

42 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
58%

2011

 
 
75%

2010

 
 
60%
English Language Arts

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

453 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
72%

2011

 
 
67%

2010

 
 
67%
Geometry

The state average for Geometry was 15% in 2013.

134 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
45%

2011

 
 
53%

2010

 
 
60%
High School (Summative) Mathematics (Grade 9-11)

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

32 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
97%

2011

 
 
95%

2010

 
 
97%
Science

The state average for Science was 54% in 2013.

453 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
69%

2011

 
 
78%

2010

 
 
74%
World History

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

454 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
63%

2011

 
 
72%

2010

 
 
67%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

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

26 students were tested at this school in 2013.

2013

 
 
15%

2012

 
 
12%

2011

 
 
12%

2010

 
 
13%
Algebra II

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

130 students were tested at this school in 2013.

2013

 
 
31%

2012

 
 
46%

2011

 
 
34%

2010

 
 
37%
Biology/Life Sciences

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

78 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
85%

2011

 
 
71%

2010

 
 
62%
Chemistry

The state average for Chemistry was 32% in 2013.

147 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
73%

2011

 
 
64%

2010

 
 
60%
Earth Science

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

31 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
74%

2011

 
 
64%

2010

 
 
49%
English Language Arts

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

436 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
77%

2011

 
 
62%

2010

 
 
64%
Geometry

The state average for Geometry was 8% in 2013.

59 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
42%

2011

 
 
30%

2010

 
 
27%
High School (Summative) Mathematics (Grade 9-11)

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

145 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
85%

2011

 
 
76%

2010

 
 
92%
Physics

The state average for Physics was 58% in 2013.

85 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
84%

2011

 
 
86%

2010

 
 
79%
U.S. History

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

433 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
81%

2011

 
 
74%

2010

 
 
70%
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
0%

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

All Students76%
Females76%
Males75%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino72%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged77%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability76%
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 graduaten/a
Parent education - some college (includes AA degree)80%
Parent education - college graduate72%
Parent education - graduate school/post graduaten/a
Parent education - declined to state77%

Algebra II

All Students94%
Females100%
Males90%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantagedn/a
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only94%
Migrant educationn/a
Gifted and talented91%
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 state96%

Biology/Life Sciences

All Students87%
Females89%
Males85%
African Americann/a
Asian87%
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged70%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented98%
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 graduate87%
Parent education - graduate school/post graduate83%
Parent education - declined to state89%

Earth Science

All Students48%
Females38%
Males59%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)59%
Economically disadvantaged21%
Non-economically disadvantaged62%
Students with disabilityn/a
Students with no reported disability48%
English learnern/a
Fluent-English proficient and English only48%
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)36%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state54%

English Language Arts

All Students79%
Females81%
Males76%
African Americann/a
Asian89%
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged58%
Non-economically disadvantaged85%
Students with disability32%
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)65%
Parent education - college graduate83%
Parent education - graduate school/post graduate88%
Parent education - declined to state82%

General Mathematics (Grades 6 & 7 Standards)

All Students45%
Females44%
Males46%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged47%
Non-economically disadvantaged44%
Students with disability18%
Students with no reported disability50%
English learnern/a
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate36%
Parent education - some college (includes AA degree)46%
Parent education - college graduate36%
Parent education - graduate school/post graduaten/a
Parent education - declined to state51%

Geometry

All Students78%
Females78%
Males77%
African Americann/a
Asian84%
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged73%
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)77%
Parent education - college graduate75%
Parent education - graduate school/post graduate85%
Parent education - declined to state77%

Integrated/Coordinated Science I

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

Physics

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

World History

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

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Algebra I

All Students41%
Females44%
Males38%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)52%
Economically disadvantaged33%
Non-economically disadvantaged45%
Students with disability8%
Students with no reported disability48%
English learnern/a
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate33%
Parent education - some college (includes AA degree)40%
Parent education - college graduate42%
Parent education - graduate school/post graduate39%
Parent education - declined to state50%

Algebra II

All Students64%
Females62%
Males66%
African Americann/a
Asian71%
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)54%
Economically disadvantaged61%
Non-economically disadvantaged65%
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)67%
Parent education - college graduate65%
Parent education - graduate school/post graduate61%
Parent education - declined to state60%

Biology/Life Sciences

All Students47%
Females49%
Males46%
African Americann/a
Asian64%
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged31%
Non-economically disadvantaged54%
Students with disability15%
Students with no reported disability52%
English learnern/a
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)46%
Parent education - college graduate48%
Parent education - graduate school/post graduate54%
Parent education - declined to state45%

Chemistry

All Students67%
Females60%
Males73%
African Americann/a
Asian78%
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged53%
Non-economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)59%
Parent education - college graduate66%
Parent education - graduate school/post graduate79%
Parent education - declined to state60%

Earth Science

All Students41%
Females38%
Males43%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)48%
Economically disadvantagedn/a
Non-economically disadvantaged45%
Students with disabilityn/a
Students with no reported disability46%
English learnern/a
Fluent-English proficient and English only41%
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)27%
Parent education - college graduate50%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students72%
Females76%
Males68%
African Americann/a
Asian77%
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged55%
Non-economically disadvantaged76%
Students with disability15%
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduaten/a
Parent education - high school graduate53%
Parent education - some college (includes AA degree)65%
Parent education - college graduate77%
Parent education - graduate school/post graduate82%
Parent education - declined to state70%

Geometry

All Students38%
Females37%
Males41%
African Americann/a
Asian45%
Filipinon/a
Hispanic or Latino22%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)44%
Economically disadvantaged22%
Non-economically disadvantaged42%
Students with disabilityn/a
Students with no reported disability39%
English learnern/a
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate27%
Parent education - some college (includes AA degree)42%
Parent education - college graduate45%
Parent education - graduate school/post graduate33%
Parent education - declined to state39%

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

All Students97%
Females100%
Males95%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantagedn/a
Non-economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only97%
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 graduate92%
Parent education - declined to staten/a

Science

All Students73%
Females71%
Males74%
African Americann/a
Asian78%
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged64%
Non-economically disadvantaged75%
Students with disability26%
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduaten/a
Parent education - high school graduate62%
Parent education - some college (includes AA degree)57%
Parent education - college graduate77%
Parent education - graduate school/post graduate86%
Parent education - declined to state79%

World History

All Students65%
Females57%
Males71%
African Americann/a
Asian78%
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged47%
Non-economically disadvantaged69%
Students with disability27%
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduate32%
Parent education - some college (includes AA degree)57%
Parent education - college graduate71%
Parent education - graduate school/post graduate81%
Parent education - declined to state65%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Algebra I

All Students15%
Femalesn/a
Males9%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged17%
Students with disability8%
Students with no reported disability23%
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 staten/a

Algebra II

All Students31%
Females31%
Males32%
African Americann/a
Asian29%
Filipinon/a
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)34%
Economically disadvantaged32%
Non-economically disadvantaged32%
Students with disabilityn/a
Students with no reported disability31%
English learnern/a
Fluent-English proficient and English only32%
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)39%
Parent education - college graduate29%
Parent education - graduate school/post graduate35%
Parent education - declined to state32%

Biology/Life Sciences

All Students75%
Females82%
Males69%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged67%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate27%
Parent education - some college (includes AA degree)75%
Parent education - college graduate86%
Parent education - graduate school/post graduate83%
Parent education - declined to staten/a

Chemistry

All Students62%
Females57%
Males67%
African Americann/a
Asian82%
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged52%
Non-economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability62%
English learnern/a
Fluent-English proficient and English only63%
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)64%
Parent education - college graduate60%
Parent education - graduate school/post graduate65%
Parent education - declined to state61%

Earth Science

All Students58%
Females50%
Males65%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged54%
Non-economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability63%
English learnern/a
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students75%
Females80%
Males70%
African Americann/a
Asian85%
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged58%
Non-economically disadvantaged78%
Students with disability5%
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate58%
Parent education - some college (includes AA degree)69%
Parent education - college graduate78%
Parent education - graduate school/post graduate87%
Parent education - declined to state73%

Geometry

All Students34%
Females26%
Males43%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)41%
Economically disadvantagedn/a
Non-economically disadvantaged35%
Students with disabilityn/a
Students with no reported disability35%
English learnern/a
Fluent-English proficient and English only33%
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)33%
Parent education - college graduate33%
Parent education - graduate school/post graduaten/a
Parent education - declined to state42%

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

All Students74%
Females68%
Males81%
African Americann/a
Asian85%
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged67%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)58%
Parent education - college graduate77%
Parent education - graduate school/post graduate83%
Parent education - declined to state73%

Physics

All Students56%
Females47%
Males68%
African Americann/a
Asian22%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantagedn/a
Non-economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability56%
English learnern/a
Fluent-English proficient and English only56%
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 graduate47%
Parent education - graduate school/post graduate74%
Parent education - declined to state41%

U.S. History

All Students76%
Females75%
Males78%
African Americann/a
Asian85%
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged66%
Non-economically disadvantaged79%
Students with disability41%
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduate56%
Parent education - some college (includes AA degree)73%
Parent education - college graduate78%
Parent education - graduate school/post graduate83%
Parent education - declined to state79%

World History

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

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

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

456 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
96%

2011

 
 
96%

2010

 
 
94%
Math

The state average for Math was 84% in 2013.

441 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
99%

2011

 
 
95%

2010

 
 
96%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

Source: California Department of Education

English Language Arts

All Students96%
Females98%
Males94%
Gender Unknownn/a
African Americann/a
Asian98%
Filipinon/a
Hispanic or Latino92%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)97%
Declined to staten/a
Economically disadvantaged87%
Non-economically disadvantaged98%
Economic Status Unknown100%
Students with disability73%
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students97%
Females95%
Males99%
Gender Unknownn/a
African Americann/a
Asian98%
Filipinon/a
Hispanic or Latino95%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)98%
Declined to staten/a
Economically disadvantaged95%
Non-economically disadvantaged98%
Economic Status Unknown96%
Students with disability82%
Tested with modifications0%
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
White 59%
Hispanic 25%
Asian 11%
Black 2%
Two or more races 1%
American Indian/Alaska Native 0%

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 21%N/AN/A
English language learners 2%N/AN/A

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: CRDC, 2011-2012

This school has not yet provided program information.


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1830 North Kellogg Drive
Anaheim, CA 92807
Website: Click here
Phone: (714) 986-7540

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