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GreatSchools Rating

Esperanza High School

Public | 9-12 | 1808 students

 
 
Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 1 rating
2012:
Based on 3 ratings
2011:
No new ratings
2010:
No new ratings

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23 reviews of this school


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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 sean, 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


Posted February 17, 2005

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


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

About these ratings

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

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

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

This school's
API score

863

Change from
2011 to 2012

+11

API Statewide Rank
(2011)

9 / 10

API Similar Schools Rank (2011)

5 / 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 met all student subgroup API targets for 2012

This school's
API score

863

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

+11

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

9 / 10

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

5 / 10

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

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

168 students were tested at this school in 2012.

2012

 
 
54%

2011

 
 
60%

2010

 
 
74%

2009

 
 
71%
Algebra II

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

34 students were tested at this school in 2012.

2012

 
 
94%

2011

 
 
97%

2010

 
 
100%

2009

 
 
98%
Biology/Life Sciences

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

283 students were tested at this school in 2012.

2012

 
 
87%

2011

 
 
88%

2010

 
 
86%

2009

 
 
85%
Earth Science

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

110 students were tested at this school in 2012.

2012

 
 
61%

2011

 
 
62%

2010

 
 
52%

2009

 
 
42%
English Language Arts

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

484 students were tested at this school in 2012.

2012

 
 
77%

2011

 
 
77%

2010

 
 
82%

2009

 
 
78%
General Mathematics (Grades 6 & 7 Standards)

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

118 students were tested at this school in 2012.

2012

 
 
34%

2011

 
 
50%

2010

 
 
59%

2009

 
 
60%
Geometry

The state average for Geometry was 48% in 2012.

164 students were tested at this school in 2012.

2012

 
 
70%

2011

 
 
73%

2010

 
 
86%

2009

 
 
93%
Integrated/Coordinated Science 1

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
World History

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

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

123 students were tested at this school in 2012.

2012

 
 
28%

2011

 
 
35%

2010

 
 
36%

2009

 
 
31%
Algebra II

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

120 students were tested at this school in 2012.

2012

 
 
65%

2011

 
 
59%

2010

 
 
56%

2009

 
 
78%
Biology/Life Sciences

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

182 students were tested at this school in 2012.

2012

 
 
68%

2011

 
 
64%

2010

 
 
55%

2009

 
 
46%
Chemistry

The state average for Chemistry was 51% in 2012.

185 students were tested at this school in 2012.

2012

 
 
73%

2011

 
 
80%

2010

 
 
74%

2009

 
 
71%
Earth Science

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

40 students were tested at this school in 2012.

2012

 
 
58%

2011

 
 
75%

2010

 
 
60%

2009

 
 
51%
English Language Arts

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

434 students were tested at this school in 2012.

2012

 
 
72%

2011

 
 
67%

2010

 
 
67%

2009

 
 
61%
Geometry

The state average for Geometry was 17% in 2012.

128 students were tested at this school in 2012.

2012

 
 
45%

2011

 
 
53%

2010

 
 
60%

2009

 
 
73%
High School (Summative) Mathematics (Grade 9-11)

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

 
 
97%

2011

 
 
95%

2010

 
 
97%

2009

 
 
93%
Science

The state average for Science was 53% in 2012.

431 students were tested at this school in 2012.

2012

 
 
69%

2011

 
 
78%

2010

 
 
74%

2009

 
 
72%
World History

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

431 students were tested at this school in 2012.

2012

 
 
63%

2011

 
 
72%

2010

 
 
67%

2009

 
 
54%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

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

24 students were tested at this school in 2012.

2012

 
 
12%

2011

 
 
12%

2010

 
 
13%

2009

 
 
21%
Algebra II

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

87 students were tested at this school in 2012.

2012

 
 
46%

2011

 
 
34%

2010

 
 
37%

2009

 
 
50%
Biology/Life Sciences

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

46 students were tested at this school in 2012.

2012

 
 
85%

2011

 
 
71%

2010

 
 
62%

2009

 
 
59%
Chemistry

The state average for Chemistry was 34% in 2012.

126 students were tested at this school in 2012.

2012

 
 
73%

2011

 
 
64%

2010

 
 
60%

2009

 
 
61%
Earth Science

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

38 students were tested at this school in 2012.

2012

 
 
74%

2011

 
 
64%

2010

 
 
49%

2009

 
 
46%
English Language Arts

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

392 students were tested at this school in 2012.

2012

 
 
77%

2011

 
 
62%

2010

 
 
64%

2009

 
 
69%
Geometry

The state average for Geometry was 9% in 2012.

76 students were tested at this school in 2012.

2012

 
 
42%

2011

 
 
30%

2010

 
 
27%

2009

 
 
47%
High School (Summative) Mathematics (Grade 9-11)

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

 
 
85%

2011

 
 
76%

2010

 
 
92%

2009

 
 
88%
Physics

The state average for Physics was 56% in 2012.

73 students were tested at this school in 2012.

2012

 
 
84%

2011

 
 
86%

2010

 
 
79%

2009

 
 
70%
U.S. History

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

389 students were tested at this school in 2012.

2012

 
 
81%

2011

 
 
74%

2010

 
 
70%

2009

 
 
72%
World History

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

2012

 
 
n/a

2011

 
 
0%

2010

 
 
n/a

2009

 
 
0%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

All Students54%
Females62%
Males48%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)60%
Economically disadvantaged46%
Non-economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate41%
Parent education - some college (includes AA degree)56%
Parent education - college graduate60%
Parent education - graduate school/post graduate56%
Parent education - declined to state45%

Algebra II

All Students94%
Females100%
Males90%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)88%
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 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 graduate86%
Parent education - declined to staten/a

Biology/Life Sciences

All Students87%
Females86%
Males88%
African Americann/a
Asian90%
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged71%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate71%
Parent education - some college (includes AA degree)84%
Parent education - college graduate93%
Parent education - graduate school/post graduate92%
Parent education - declined to state83%

Earth Science

All Students61%
Females50%
Males68%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged53%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability63%
English learnern/a
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate58%
Parent education - some college (includes AA degree)59%
Parent education - college graduate67%
Parent education - graduate school/post graduate87%
Parent education - declined to state47%

English Language Arts

All Students77%
Females81%
Males74%
African Americann/a
Asian81%
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)81%
Economically disadvantaged61%
Non-economically disadvantaged82%
Students with disability38%
Students with no reported disability80%
English learner8%
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate45%
Parent education - high school graduate72%
Parent education - some college (includes AA degree)74%
Parent education - college graduate86%
Parent education - graduate school/post graduate80%
Parent education - declined to state73%

General Mathematics (Grades 6 & 7 Standards)

All Students34%
Females29%
Males38%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
White (not Hispanic)43%
Economically disadvantaged33%
Non-economically disadvantaged36%
Students with disability16%
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 graduate30%
Parent education - some college (includes AA degree)26%
Parent education - college graduate42%
Parent education - graduate school/post graduate41%
Parent education - declined to state50%

Geometry

All Students70%
Females64%
Males76%
African Americann/a
Asian60%
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged40%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talented89%
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 graduate73%
Parent education - graduate school/post graduate73%
Parent education - declined to state69%

Integrated/Coordinated Science 1

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

World History

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

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

Algebra I

All Students28%
Females34%
Males23%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)24%
Economically disadvantaged26%
Non-economically disadvantaged30%
Students with disabilityn/a
Students with no reported disability31%
English learnern/a
Fluent-English proficient and English only29%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate6%
Parent education - some college (includes AA degree)19%
Parent education - college graduate41%
Parent education - graduate school/post graduaten/a
Parent education - declined to state44%

Algebra II

All Students65%
Females60%
Males68%
African Americann/a
Asian55%
Filipinon/a
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)68%
Economically disadvantaged73%
Non-economically disadvantaged63%
Students with disabilityn/a
Students with no reported disability64%
English learnern/a
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talented85%
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 graduate59%
Parent education - graduate school/post graduate64%
Parent education - declined to state59%

Biology/Life Sciences

All Students68%
Females68%
Males69%
African Americann/a
Asian85%
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged52%
Non-economically disadvantaged75%
Students with disability33%
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate39%
Parent education - some college (includes AA degree)73%
Parent education - college graduate77%
Parent education - graduate school/post graduate67%
Parent education - declined to state71%

Chemistry

All Students73%
Females65%
Males81%
African Americann/a
Asian73%
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged44%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only73%
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)85%
Parent education - college graduate77%
Parent education - graduate school/post graduate80%
Parent education - declined to state54%

Earth Science

All Students58%
Females56%
Males58%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)65%
Economically disadvantagedn/a
Non-economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability65%
English learnern/a
Fluent-English proficient and English only58%
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)67%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students72%
Females77%
Males66%
African Americann/a
Asian85%
Filipinon/a
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged50%
Non-economically disadvantaged77%
Students with disability16%
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate51%
Parent education - some college (includes AA degree)67%
Parent education - college graduate78%
Parent education - graduate school/post graduate83%
Parent education - declined to state71%

Geometry

All Students45%
Females45%
Males44%
African Americann/a
Asian40%
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)49%
Economically disadvantaged37%
Non-economically disadvantaged47%
Students with disabilityn/a
Students with no reported disability45%
English learnern/a
Fluent-English proficient and English only45%
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)41%
Parent education - college graduate39%
Parent education - graduate school/post graduate65%
Parent education - declined to state54%

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

All Students97%
Females100%
Males96%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)95%
Economically disadvantagedn/a
Non-economically disadvantaged97%
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 graduate92%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Science

All Students69%
Females67%
Males70%
African Americann/a
Asian80%
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged52%
Non-economically disadvantaged73%
Students with disability24%
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduate43%
Parent education - some college (includes AA degree)69%
Parent education - college graduate69%
Parent education - graduate school/post graduate82%
Parent education - declined to state72%

World History

All Students63%
Females56%
Males69%
African Americann/a
Asian71%
Filipinon/a
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged45%
Non-economically disadvantaged67%
Students with disability33%
Students with no reported disability65%
English learnern/a
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduate35%
Parent education - some college (includes AA degree)61%
Parent education - college graduate67%
Parent education - graduate school/post graduate77%
Parent education - declined to state59%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

Algebra I

All Students12%
Femalesn/a
Males14%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino8%
White (not Hispanic)18%
Economically disadvantagedn/a
Non-economically disadvantaged15%
Students with disabilityn/a
Students with no reported disability17%
English learnern/a
Fluent-English proficient and English only13%
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 Students46%
Females42%
Males49%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)52%
Economically disadvantaged36%
Non-economically disadvantaged47%
Students with disabilityn/a
Students with no reported disability46%
English learnern/a
Fluent-English proficient and English only45%
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)26%
Parent education - college graduate54%
Parent education - graduate school/post graduate44%
Parent education - declined to staten/a

Biology/Life Sciences

All Students85%
Females82%
Males89%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantagedn/a
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only85%
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)77%
Parent education - college graduate87%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students73%
Females73%
Males72%
African Americann/a
Asian90%
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged57%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only73%
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)74%
Parent education - college graduate78%
Parent education - graduate school/post graduate81%
Parent education - declined to state57%

Earth Science

All Students74%
Females72%
Males75%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
White (not Hispanic)91%
Economically disadvantagedn/a
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only73%
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 state55%

English Language Arts

All Students77%
Females80%
Males75%
African Americann/a
Asian86%
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged56%
Non-economically disadvantaged82%
Students with disability35%
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate62%
Parent education - some college (includes AA degree)72%
Parent education - college graduate84%
Parent education - graduate school/post graduate88%
Parent education - declined to state73%

Geometry

All Students42%
Females33%
Males53%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
White (not Hispanic)52%
Economically disadvantaged38%
Non-economically disadvantaged43%
Students with disabilityn/a
Students with no reported disability42%
English learnern/a
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)46%
Parent education - college graduate55%
Parent education - graduate school/post graduaten/a
Parent education - declined to state29%

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

All Students85%
Females83%
Males87%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)81%
Economically disadvantagedn/a
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only85%
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)71%
Parent education - college graduate87%
Parent education - graduate school/post graduate100%
Parent education - declined to state72%

Physics

All Students84%
Females81%
Males86%
African Americann/a
Asian62%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)88%
Economically disadvantagedn/a
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only85%
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)73%
Parent education - college graduate85%
Parent education - graduate school/post graduate73%
Parent education - declined to state100%

U.S. History

All Students81%
Females79%
Males83%
African Americann/a
Asian89%
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged64%
Non-economically disadvantaged85%
Students with disability33%
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate57%
Parent education - some college (includes AA degree)76%
Parent education - college graduate90%
Parent education - graduate school/post graduate90%
Parent education - declined to state78%

World History

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

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

English Language Arts

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

439 students were tested at this school in 2012.

2012

 
 
96%

2011

 
 
96%

2010

 
 
94%

2009

 
 
95%
Math

The state average for Math was 84% in 2012.

428 students were tested at this school in 2012.

2012

 
 
99%

2011

 
 
95%

2010

 
 
96%

2009

 
 
97%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

See California's state standards

Source: California Department of Education

English Language Arts

All Students96%
Females99%
Males94%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latino97%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)96%
Declined to staten/a
Economically disadvantaged91%
Non-economically disadvantaged97%
Economic Status Unknown98%
Students with disability74%
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students99%
Females99%
Males99%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino97%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)99%
Declined to staten/a
Economically disadvantaged97%
Non-economically disadvantaged99%
Economic Status Unknown100%
Students with disability93%
Tested with modifications0%
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

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

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
White 67% 27%
Hispanic 18% 51%
Asian 12% 11%
Black 2% 7%
Two or more races 1% 3%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 110%N/A54%
English language learners 22%N/A24%
Source: 1 NCES, 2010-2011
Source: 2 CA Dept. of Education, 2008-2009

Home languages of english learners

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

Average class size

  This school District averageState average
Average class size 29N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 15N/A11
Average years teaching 17N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 98%N/A96%
Emergency credential or waiver 2%N/A2%
Source: CA Dept. of Education, 2008-2009

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

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