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Teacher quality
Principal leadership
Parent involvement
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
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
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
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
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
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
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
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
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
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
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
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 sean, a former student
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
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
Great academics and sports programs. Teachers are involved and, generally, so are parents.
—Submitted by a student
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
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
Esperanza is a great school that provdes students with a great atmosphere that is safe and educational. The teachers take the extra step and the extracurricular activities are inviting to all students. I am graduating from college this year and this high school helped me not only get into many schools of my choice, it also prepared me for what was ahead.
—Submitted by a former student
Great education for my children. Large population, but great care and attention given to each student. I can't recomend Esperanza highly enough!
—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.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 25% in 2012.
168 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
34 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
283 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
110 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
484 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
118 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
164 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
123 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
120 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
182 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
185 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
40 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
434 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
128 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
36 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
431 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
431 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 10% in 2012.
24 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
87 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
46 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
126 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
38 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
392 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
76 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
112 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
73 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
389 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 54% |
| Females | 62% |
| Males | 48% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 57% |
| Students with disability | n/a |
| Students with no reported disability | 55% |
| English learner | n/a |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 56% |
| Parent education - declined to state | 45% |
| All Students | 94% |
| Females | 100% |
| Males | 90% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 86% |
| Males | 88% |
| African American | n/a |
| Asian | 90% |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | 84% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 83% |
| All Students | 61% |
| Females | 50% |
| Males | 68% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | n/a |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | 47% |
| All Students | 77% |
| Females | 81% |
| Males | 74% |
| African American | n/a |
| Asian | 81% |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 82% |
| Students with disability | 38% |
| Students with no reported disability | 80% |
| English learner | 8% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 72% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | 73% |
| All Students | 34% |
| Females | 29% |
| Males | 38% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 43% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 36% |
| Students with disability | 16% |
| Students with no reported disability | 39% |
| English learner | n/a |
| Fluent-English proficient and English only | 38% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 30% |
| Parent education - some college (includes AA degree) | 26% |
| Parent education - college graduate | 42% |
| Parent education - graduate school/post graduate | 41% |
| Parent education - declined to state | 50% |
| All Students | 70% |
| Females | 64% |
| Males | 76% |
| African American | n/a |
| Asian | 60% |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | n/a |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | 69% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 28% |
| Females | 34% |
| Males | 23% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 24% |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 30% |
| Students with disability | n/a |
| Students with no reported disability | 31% |
| English learner | n/a |
| Fluent-English proficient and English only | 29% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 6% |
| Parent education - some college (includes AA degree) | 19% |
| Parent education - college graduate | 41% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 44% |
| All Students | 65% |
| Females | 60% |
| Males | 68% |
| African American | n/a |
| Asian | 55% |
| Filipino | n/a |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 63% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | n/a |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 85% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | 64% |
| Parent education - declined to state | 59% |
| All Students | 68% |
| Females | 68% |
| Males | 69% |
| African American | n/a |
| Asian | 85% |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 75% |
| Students with disability | 33% |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 67% |
| Parent education - declined to state | 71% |
| All Students | 73% |
| Females | 65% |
| Males | 81% |
| African American | n/a |
| Asian | 73% |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | n/a |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | 54% |
| All Students | 58% |
| Females | 56% |
| Males | 58% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | n/a |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 72% |
| Females | 77% |
| Males | 66% |
| African American | n/a |
| Asian | 85% |
| Filipino | n/a |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 77% |
| Students with disability | 16% |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 51% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 71% |
| All Students | 45% |
| Females | 45% |
| Males | 44% |
| African American | n/a |
| Asian | 40% |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 49% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 47% |
| Students with disability | n/a |
| Students with no reported disability | 45% |
| English learner | n/a |
| Fluent-English proficient and English only | 45% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 39% |
| Parent education - graduate school/post graduate | 65% |
| Parent education - declined to state | 54% |
| All Students | 97% |
| Females | 100% |
| Males | 96% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 97% |
| Students with no reported disability | 97% |
| English learner | n/a |
| Fluent-English proficient and English only | 97% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 67% |
| Males | 70% |
| African American | n/a |
| Asian | 80% |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 73% |
| Students with disability | 24% |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 72% |
| All Students | 63% |
| Females | 56% |
| Males | 69% |
| African American | n/a |
| Asian | 71% |
| Filipino | n/a |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 67% |
| Students with disability | 33% |
| Students with no reported disability | 65% |
| English learner | n/a |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | 59% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 12% |
| Females | n/a |
| Males | 14% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 8% |
| White (not Hispanic) | 18% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 15% |
| Students with disability | n/a |
| Students with no reported disability | 17% |
| English learner | n/a |
| Fluent-English proficient and English only | 13% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 46% |
| Females | 42% |
| Males | 49% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 52% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 47% |
| Students with disability | n/a |
| Students with no reported disability | 46% |
| English learner | n/a |
| Fluent-English proficient and English only | 45% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 26% |
| Parent education - college graduate | 54% |
| Parent education - graduate school/post graduate | 44% |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 82% |
| Males | 89% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | 73% |
| Males | 72% |
| African American | n/a |
| Asian | 90% |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | n/a |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | 57% |
| All Students | 74% |
| Females | 72% |
| Males | 75% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| White (not Hispanic) | 91% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 55% |
| All Students | 77% |
| Females | 80% |
| Males | 75% |
| African American | n/a |
| Asian | 86% |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 82% |
| Students with disability | 35% |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | 73% |
| All Students | 42% |
| Females | 33% |
| Males | 53% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 52% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 43% |
| Students with disability | n/a |
| Students with no reported disability | 42% |
| English learner | n/a |
| Fluent-English proficient and English only | 43% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 29% |
| All Students | 85% |
| Females | 83% |
| Males | 87% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 72% |
| All Students | 84% |
| Females | 81% |
| Males | 86% |
| African American | n/a |
| Asian | 62% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | 100% |
| All Students | 81% |
| Females | 79% |
| Males | 83% |
| African American | n/a |
| Asian | 89% |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 85% |
| Students with disability | 33% |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | 78% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
439 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
428 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 96% |
| Females | 99% |
| Males | 94% |
| African American | n/a |
| Asian | 97% |
| Filipino | n/a |
| Hispanic or Latino | 97% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Declined to state | n/a |
| Economically disadvantaged | 91% |
| Non-economically disadvantaged | 97% |
| Economic Status Unknown | 98% |
| Students with disability | 74% |
| Tested with modifications | n/a |
| English learner | n/a |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 99% |
| Females | 99% |
| Males | 99% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 97% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 99% |
| Declined to state | n/a |
| Economically disadvantaged | 97% |
| Non-economically disadvantaged | 99% |
| Economic Status Unknown | 100% |
| Students with disability | 93% |
| Tested with modifications | 0% |
| English learner | n/a |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 72% | 28% | ||
| Hispanic or Latino | 13% | 49% | ||
| Asian | 11% | 8% | ||
| African American | 2% | 7% | ||
| Filipino | 1% | 3% | ||
| Multiple or No Response | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 2% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 9% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 53% | 85% | ||
| Korean | 15% | 1% | ||
| Mandarin (Putonghua) | 11% | 1% | ||
| Japanese | 5% | 0% | ||
| Russian | 3% | 0% | ||
| Vietnamese | 3% | 2% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| German | 2% | 0% | ||
| Gujarati | 2% | 0% | ||
| Indonesian | 2% | 0% | ||
| Portuguese | 2% | 0% | ||
| Rumanian | 2% | 0% | ||
| Turkish | 2% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 29 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 15 | N/A | 11 |
| Average years teaching | 17 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 98% | N/A | 96% |
| Emergency credential or waiver | 2% | N/A | 2% |
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