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Antioch High School

Public | 8-12 | 2289 students

 

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Community Rating

3 stars

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

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30 reviews of this school


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Posted March 20, 2012

Extremely disappointed with the administration and staff. I can understand that AHS is part of the public school system, but that is not a reason to expect less of the staff. Twenty years ago, counselors where there to assist students with their course needs and had an open door policy for when needed. Now, getting a hold of one is not easy as they are not always available. When it comes to the VP's, I do not know if I believe every word they say because my child gives a different version of the events than they do and unfortunately it has not been just once. Then come the teachers; some do not know the material themselves, let alone teach it. Then they become upset at the student for asking too many questions when he or she does not understand the concept. And finally, the security on site, I cannot believe they avoided an incident that sent a student to the hospital, and yet they feel they can treat students with disrespect simply because they are part of the staff. Overall, extremely disappointed.
—Submitted by a parent


Posted June 14, 2011

Well I Would Not allowed My Child to go to this School if Id known that they weren't gonna follow there own school rules as well as allowing my child to play sports without my consent when it was effecting his grades as they not only allowed him to play but would take him outa town for couple days to events that had caused him to dislocate his elbow an Im bein billed $14,000.00 for that hospital bill an had to take him back to ER an X-Rays an prof. doctor visits after that addin up to $22,000.00. amoung other stuff.. There staff hidding an allowing students to stay in there home. Keeping students from Parents without haven that legal right ! Maken your child thinks its ok to let there grades drop as long as they are doing GREAT in Sports..an that thay don't have to do what there parents want is just the WRONG things that you want your child to learn from the ones that are paid to teach whats right an have them look up too.. All because they needed my son to make them look good they tore apart my family!!! Been A year as is still A situation.. So I Wouldn't advise ANYONE to put there kids or family in there hands!!!
—Submitted by a parent


Posted April 27, 2011

I am an alumni from Antioch High School, and while I am mostly pleased with the teachers, I feel like the adminstration is lacking. If I had a daughter she would not attend. The hallways are scary and even though there is a "dress code" in place it has NEVER been enforced for the 4 years my son has attended.
—Submitted by a parent


Posted February 16, 2011

Hmmm...a lot of complaining I see here. The teacher is a facilitator, not a spoon feeder of academic material. The only way an education works is through engagement (i.e., taking full responsibility for your learning). I graduated from AHS and am now a second year PhD student. Before I graduated, I won 3 world championships in brass performance as a member of the Blue Devils. Success is based, in large part, on earlier successes. That means one HW assignment at a time while continuously identifying and recognizing your particular internal strengths and weaknesses and external opportunities and threats. Most things that get in the way of goals are distractions that can be controlled in a creative ways. NO WHINING. NO EXCUSES. DO OR DO NOT; THERE IS NO TRY.


Posted December 17, 2010

I have taught (substitute teacher) at Antioch High among other schools in this district. A large percentage of the academic grades (about 30%) are "F's". The teacher morale is low and the student body is largely uninterested. All this being said, there are some very committed teachers, and the students can do well as long as parental involvement is high. I would recommend any alternative if possible. It pains me to say these things, but the school is broken!
—Submitted by a teacher


Posted September 29, 2009

All 5 of my children graduated from Antioch High with an education that prepared them for college. The important factor in any education is to study and to pick the courses that help you attain your goals. Our children went in many directions but all required a college education to reach their desired goal. They got that at Antioch High. The teachers were carrying, which is a trait that should be required.
—Submitted by a parent


Posted September 29, 2009

All 5 of my children received a collage preparatory education at this school.
—Submitted by a parent


Posted July 27, 2009

The teachers are all so sweet and helpful but the students are troublesome. I never felt safe there.
—Submitted by a student


Posted May 31, 2009

I agree with most of the students here. AHS feels like home. Most teachers want you to give your best and the school is improving a lot. I love it here!
—Submitted by a student


Posted September 7, 2008

I just graduated (2008) from AHS. There are a lot of good teachers but there are also a few bad teachers (you know, the kind that just recite the books and get mad at you for not understanding it). Every school has their good and bad teachers but the good teachers that AHS has are extremely good teachers. Also I have been the AHS webmaster for the website for the past couple of years. If you have any suggestions, please email me at webmaster@deanspacedrive.org
—Submitted by a student


Posted February 15, 2008

I graduated in 2005 and made it out of high school by never taking a math class! Overcrowded classrooms...most of the curriculum is geared towards SAT9 Testing and the work is mostly graded on the fact that you completed it rather than how well you did on it. Needless t say, I am not a full-time college astudent at a University but had to take my math classes from the bottom of the pit and move my way up for AHS did nothing to prepare me.
—Submitted by a student


Posted February 12, 2008

I am a former student of ahs and though i did not do well my freshman year i can say by far out of the 7 high schools i went to in 4 years this was the only school that felt like home. I paid attention(most of the time) and the teachers have a way for making learning fun. The best school ive been to by far


Posted December 31, 2007

It is the best school with the nicest teachers, they really care about what your child learns
—Submitted by a student


Posted November 6, 2007

I have to agree with the parent below . She really hit the nail on the head about the lecture time and teaching her child at home. I had to do the same thing. They also piled on alot of homework or busy work even if they only went over the problems or lesson briefly at school. I was more concerend with the violence with the Antioch School District and felt that the teachers were simply overloaded with not only teaching but babysitting. I would go help and wonder where was all the parent cooperation and if the parents knew how their children acted at school. I left the Antioch School District and my kids have been doing wonderfully in their new schools. The teachers have time to actually teach and they do less babysitting and the children are way more respeectful to their peers and teachers.
—Submitted by a parent


Posted May 29, 2007

I am a graduate (20 years ago) and things have changed. My daughter is a very bright student in her second year. The focus at this school seems to be primarily on attendance which is not substantiated by curriculum. I find myself providing my child with the academic instructions on topics assigned when she arrives home from school. Teachers seem to be reciting or assigning sections or pages without providing the lecture that helps the students understand the concepts. Homework in many math classes is not corrected and test scores reflect a lack of understanding. English classes do not require enough, or none at all, essay writing, book reviews, or discussions that build confidence in speaking. Some teachers are great about returning calls or emails and others (including the VP) won't respond for weeks. We tried requesting a transfer.
—Submitted by a parent


Posted January 27, 2007

New administration is wonderful. They are very supportive. I have 1 child at AHS unfortunately is swayed by social influences not the best; they have gone over and above what is required to help us keep him on track. We have 1 at DVHS; doesn't seem to be a problem there since the shake up of non-residents have been transferred. Unfortunately, Antioch is seeing a lot of inner-city mentality in what used to be just a quiet suburb of a town and we are just not ready for that yet. I wish there were more programs for At Risk students, though that may be just encouraging trouble too. Who knows.
—Submitted by a parent


Posted November 1, 2006

I think antioch high is a great school. I love going there. Its one of the best schools I've ever been to. I love all the students teachers secretary and yes even the principles the school is a little overcrowded but theres just more people to make friends with there are always teachers who are willing to help you and go the extra mile to make sure you get a full education. I love this school
—Submitted by a student


Posted October 18, 2006

We've lived in Antioch 22yrs now, have 4 children. One graduated from Deer Valley and had did fine academically/athletically/socially!She's pursuing her career in the medical field thanks to DVHS. Now we have a 10th grader at DVHS (active in football & golf) and a 9th grader(trying out for the soccer team) at Antioch High...both by their own choice(we were part of the option area and we feel confident in both schools, so the choice was theirs). They both are thriving and doing just wonderful. We were very impressed at Antioch & Deer Valley's back to school night! Dad went with son to DVHS and mom went with daughter to AHS! The teachers were very informative and we knew just what they expected of our children. Just today, AHS's PE dept held a track meet that our 9th grader took part in & just loved it. Key is to stay involved.
—Submitted by a parent


Posted July 30, 2006

Uncaring principal, staff, and teachers. I had to argue with the principal so that my son would have a full academic day (no free period for the kid to wander the streets). We moved out of AUSD in December 2004, and it was obvious that there was a HUGE disparity between the education received in AHS and at other schools. All of our AUSD school experiences have been similar (Bidwell, Antioch Middle, and Antioch High). When my son broke his arm, I couldn't get any teachers (not one teacher) to give him homework for the time he was off school. He had a cast on his arm, and the PE staff attempted to force him to play PE. I had to write a letter to the principal threatening to sue in order for them to relent. Two thumbs down.
—Submitted by a parent


Posted January 7, 2006

I think this is a good school but not the best. There is a shortage of staff.
—Submitted by a 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

681

Change from
2011 to 2012

+17

API Statewide Rank
(2011)

2 / 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 its schoolwide API target for 2012.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

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

This school's
API score

681

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

+17

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)

2 / 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 49% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 59% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 87% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Science

The state average for Science was 66% 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 25% in 2012.

327 students were tested at this school in 2012.

2012

 
 
6%

2011

 
 
9%

2010

 
 
14%

2009

 
 
7%
Algebra II

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

12 students were tested at this school in 2012.

2012

 
 
50%

2011

 
 
54%

2010

 
 
n/a

2009

 
 
n/a
Biology/Life Sciences

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

184 students were tested at this school in 2012.

2012

 
 
56%

2011

 
 
58%

2010

 
 
63%

2009

 
 
55%
Earth Science

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

318 students were tested at this school in 2012.

2012

 
 
15%

2011

 
 
22%

2010

 
 
20%

2009

 
 
19%
English Language Arts

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

465 students were tested at this school in 2012.

2012

 
 
45%

2011

 
 
48%

2010

 
 
46%

2009

 
 
40%
General Mathematics (Grades 6 & 7 Standards)

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

54 students were tested at this school in 2012.

2012

 
 
7%

2011

 
 
4%

2010

 
 
0%

2009

 
 
0%
Geometry

The state average for Geometry was 48% in 2012.

110 students were tested at this school in 2012.

2012

 
 
32%

2011

 
 
30%

2010

 
 
43%

2009

 
 
33%
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.

143 students were tested at this school in 2012.

2012

 
 
1%

2011

 
 
4%

2010

 
 
3%

2009

 
 
3%
Algebra II

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

104 students were tested at this school in 2012.

2012

 
 
18%

2011

 
 
23%

2010

 
 
16%

2009

 
 
7%
Biology/Life Sciences

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

312 students were tested at this school in 2012.

2012

 
 
37%

2011

 
 
30%

2010

 
 
29%

2009

 
 
15%
Chemistry

The state average for Chemistry was 51% in 2012.

155 students were tested at this school in 2012.

2012

 
 
30%

2011

 
 
48%

2010

 
 
31%

2009

 
 
15%
Earth Science

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

11 students were tested at this school in 2012.

2012

 
 
18%

2011

 
 
23%

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

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

473 students were tested at this school in 2012.

2012

 
 
40%

2011

 
 
34%

2010

 
 
30%

2009

 
 
33%
Geometry

The state average for Geometry was 17% in 2012.

195 students were tested at this school in 2012.

2012

 
 
9%

2011

 
 
7%

2010

 
 
5%

2009

 
 
2%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.

12 students were tested at this school in 2012.

2012

 
 
84%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Science

The state average for Science was 53% in 2012.

474 students were tested at this school in 2012.

2012

 
 
47%

2011

 
 
37%

2010

 
 
34%

2009

 
 
27%
World History

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

506 students were tested at this school in 2012.

2012

 
 
32%

2011

 
 
25%

2010

 
 
29%

2009

 
 
22%
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.

20 students were tested at this school in 2012.

2012

 
 
15%

2011

 
 
10%

2010

 
 
0%

2009

 
 
4%
Algebra II

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

130 students were tested at this school in 2012.

2012

 
 
3%

2011

 
 
3%

2010

 
 
1%

2009

 
 
2%
Biology/Life Sciences

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

90 students were tested at this school in 2012.

2012

 
 
32%

2011

 
 
38%

2010

 
 
36%

2009

 
 
41%
Chemistry

The state average for Chemistry was 34% in 2012.

143 students were tested at this school in 2012.

2012

 
 
13%

2011

 
 
10%

2010

 
 
9%

2009

 
 
6%
Earth Science

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

20 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
17%

2010

 
 
30%

2009

 
 
17%
English Language Arts

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

365 students were tested at this school in 2012.

2012

 
 
35%

2011

 
 
37%

2010

 
 
34%

2009

 
 
35%
Geometry

The state average for Geometry was 9% in 2012.

89 students were tested at this school in 2012.

2012

 
 
1%

2011

 
 
3%

2010

 
 
5%

2009

 
 
10%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.

52 students were tested at this school in 2012.

2012

 
 
29%

2011

 
 
22%

2010

 
 
32%

2009

 
 
26%
Physics

The state average for Physics was 56% in 2012.

14 students were tested at this school in 2012.

2012

 
 
71%

2011

 
 
61%

2010

 
 
63%

2009

 
 
60%
U.S. History

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

386 students were tested at this school in 2012.

2012

 
 
36%

2011

 
 
37%

2010

 
 
37%

2009

 
 
41%
World History

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

2012

 
 
n/a

2011

 
 
0%

2010

 
 
0%

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 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
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Studentsn/a
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African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
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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

General Mathematics (Grades 6 & 7 Standards)

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
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

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 no reported disabilityn/a
Fluent-English proficient and English onlyn/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

History - Social Science Grade 8 Cumulative

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
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

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

About the tests


In 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 Students6%
Females6%
Males7%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino5%
American Indian or Alaska Native9%
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)13%
Economically disadvantaged5%
Non-economically disadvantaged10%
Students with disability18%
Students with no reported disability6%
English learner3%
Fluent-English proficient and English only7%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate5%
Parent education - high school graduate6%
Parent education - some college (includes AA degree)4%
Parent education - college graduate8%
Parent education - graduate school/post graduate21%
Parent education - declined to state6%

Algebra II

All Students50%
Femalesn/a
Males45%
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 disability50%
English learnern/a
Fluent-English proficient and English only50%
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

Biology/Life Sciences

All Students56%
Females58%
Males54%
African American52%
Asiann/a
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)61%
Economically disadvantaged45%
Non-economically disadvantaged73%
Students with disability0%
Students with no reported disability61%
English learner0%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talented87%
Parent education - not a high school graduate41%
Parent education - high school graduate59%
Parent education - some college (includes AA degree)59%
Parent education - college graduate73%
Parent education - graduate school/post graduaten/a
Parent education - declined to state49%

Earth Science

All Students15%
Females11%
Males19%
African American14%
Asiann/a
Filipinon/a
Hispanic or Latino12%
American Indian or Alaska Native18%
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)21%
Economically disadvantaged15%
Non-economically disadvantaged15%
Students with disability2%
Students with no reported disability17%
English learner0%
Fluent-English proficient and English only19%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate10%
Parent education - high school graduate11%
Parent education - some college (includes AA degree)20%
Parent education - college graduate29%
Parent education - graduate school/post graduate45%
Parent education - declined to state12%

English Language Arts

All Students45%
Females48%
Males43%
African American34%
Asiann/a
Filipino55%
Hispanic or Latino43%
American Indian or Alaska Native44%
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged38%
Non-economically disadvantaged64%
Students with disability21%
Students with no reported disability46%
English learner3%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate31%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)43%
Parent education - college graduate69%
Parent education - graduate school/post graduate53%
Parent education - declined to state46%

General Mathematics (Grades 6 & 7 Standards)

All Students7%
Females5%
Males9%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino11%
American Indian or Alaska Nativen/a
White (not Hispanic)13%
Economically disadvantaged8%
Non-economically disadvantaged7%
Students with disability7%
Students with no reported disability8%
English learner0%
Fluent-English proficient and English only10%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate5%
Parent education - some college (includes AA degree)27%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

Geometry

All Students32%
Females33%
Males31%
African American29%
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)37%
Economically disadvantaged29%
Non-economically disadvantaged36%
Students with disabilityn/a
Students with no reported disability32%
English learnern/a
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate8%
Parent education - high school graduate40%
Parent education - some college (includes AA degree)30%
Parent education - college graduate28%
Parent education - graduate school/post graduaten/a
Parent education - declined to state39%

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 Students1%
Females0%
Males1%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)3%
Economically disadvantaged0%
Non-economically disadvantaged4%
Students with disabilityn/a
Students with no reported disability1%
English learner0%
Fluent-English proficient and English only1%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)5%
Parent education - college graduate0%
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

Algebra II

All Students18%
Females16%
Males21%
African American9%
Asiann/a
Filipinon/a
Hispanic or Latino8%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)24%
Economically disadvantaged14%
Non-economically disadvantaged23%
Students with disabilityn/a
Students with no reported disability18%
English learnern/a
Fluent-English proficient and English only19%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate8%
Parent education - high school graduate13%
Parent education - some college (includes AA degree)17%
Parent education - college graduate31%
Parent education - graduate school/post graduaten/a
Parent education - declined to state26%

Biology/Life Sciences

All Students37%
Females42%
Males33%
African American26%
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)43%
Economically disadvantaged35%
Non-economically disadvantaged45%
Students with disability14%
Students with no reported disability41%
English learner14%
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate34%
Parent education - high school graduate36%
Parent education - some college (includes AA degree)45%
Parent education - college graduate44%
Parent education - graduate school/post graduaten/a
Parent education - declined to state32%

Chemistry

All Students30%
Females25%
Males34%
African American33%
Asiann/a
Filipinon/a
Hispanic or Latino13%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)37%
Economically disadvantaged21%
Non-economically disadvantaged39%
Students with disabilityn/a
Students with no reported disability30%
English learnern/a
Fluent-English proficient and English only30%
Migrant educationn/a
Gifted and talented45%
Parent education - not a high school graduaten/a
Parent education - high school graduate22%
Parent education - some college (includes AA degree)23%
Parent education - college graduate50%
Parent education - graduate school/post graduaten/a
Parent education - declined to state40%

Earth Science

All Students18%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/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

English Language Arts

All Students40%
Females44%
Males36%
African American29%
Asian56%
Filipino53%
Hispanic or Latino34%
American Indian or Alaska Native8%
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)53%
Economically disadvantaged31%
Non-economically disadvantaged58%
Students with disability5%
Students with no reported disability41%
English learner0%
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talented87%
Parent education - not a high school graduate33%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)47%
Parent education - college graduate57%
Parent education - graduate school/post graduate47%
Parent education - declined to state31%

Geometry

All Students9%
Females8%
Males10%
African American7%
Asiann/a
Filipinon/a
Hispanic or Latino9%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)9%
Economically disadvantaged9%
Non-economically disadvantaged8%
Students with disabilityn/a
Students with no reported disability8%
English learner0%
Fluent-English proficient and English only9%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate8%
Parent education - high school graduate5%
Parent education - some college (includes AA degree)6%
Parent education - college graduate18%
Parent education - graduate school/post graduaten/a
Parent education - declined to state7%

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

All Students84%
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 no reported disability82%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students47%
Females50%
Males45%
African American34%
Asian75%
Filipino65%
Hispanic or Latino41%
American Indian or Alaska Native36%
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)57%
Economically disadvantaged41%
Non-economically disadvantaged60%
Students with disability26%
Students with no reported disability48%
English learner10%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talented73%
Parent education - not a high school graduate41%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)55%
Parent education - college graduate63%
Parent education - graduate school/post graduate53%
Parent education - declined to state42%

World History

All Students32%
Females24%
Males38%
African American27%
Asian69%
Filipino29%
Hispanic or Latino24%
American Indian or Alaska Native29%
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)42%
Economically disadvantaged26%
Non-economically disadvantaged45%
Students with disability7%
Students with no reported disability35%
English learner3%
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talented73%
Parent education - not a high school graduate23%
Parent education - high school graduate24%
Parent education - some college (includes AA degree)41%
Parent education - college graduate54%
Parent education - graduate school/post graduate37%
Parent education - declined to state30%
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 Students15%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino8%
White (not Hispanic)n/a
Economically disadvantaged21%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability18%
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

Algebra II

All Students3%
Females3%
Males3%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)6%
Economically disadvantaged3%
Non-economically disadvantaged2%
Students with disabilityn/a
Students with no reported disability3%
English learner6%
Fluent-English proficient and English only3%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate5%
Parent education - high school graduate6%
Parent education - some college (includes AA degree)0%
Parent education - college graduate8%
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

Biology/Life Sciences

All Students32%
Females38%
Males23%
African American13%
Asiann/a
Filipinon/a
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)59%
Economically disadvantaged26%
Non-economically disadvantaged50%
Students with disability8%
Students with no reported disability36%
English learner12%
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate20%
Parent education - high school graduate21%
Parent education - some college (includes AA degree)64%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state30%

Chemistry

All Students13%
Females12%
Males15%
African American6%
Asiann/a
Filipinon/a
Hispanic or Latino9%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)25%
Economically disadvantaged11%
Non-economically disadvantaged16%
Students with disabilityn/a
Students with no reported disability14%
English learnern/a
Fluent-English proficient and English only14%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate25%
Parent education - high school graduate16%
Parent education - some college (includes AA degree)9%
Parent education - college graduate8%
Parent education - graduate school/post graduaten/a
Parent education - declined to state9%

Earth Science

All Students0%
Females0%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability0%
English learnern/a
Fluent-English proficient and English only0%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students35%
Females33%
Males38%
African American25%
Asian36%
Filipino42%
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)51%
Economically disadvantaged30%
Non-economically disadvantaged46%
Students with disability12%
Students with no reported disability36%
English learner2%
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate24%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)46%
Parent education - college graduate57%
Parent education - graduate school/post graduate33%
Parent education - declined to state28%

Geometry

All Students1%
Females0%
Males3%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
White (not Hispanic)7%
Economically disadvantaged1%
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability1%
English learner0%
Fluent-English proficient and English only1%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)8%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

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

All Students29%
Females16%
Males41%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
White (not Hispanic)25%
Economically disadvantaged26%
Non-economically disadvantaged32%
Students with disabilityn/a
Students with no reported disability29%
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 graduaten/a
Parent education - some college (includes AA degree)27%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state20%

Physics

All Students71%
Femalesn/a
Males77%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only71%
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

U.S. History

All Students36%
Females29%
Males43%
African American24%
Asian50%
Filipino38%
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)49%
Economically disadvantaged31%
Non-economically disadvantaged46%
Students with disability5%
Students with no reported disability40%
English learner3%
Fluent-English proficient and English only42%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate34%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)45%
Parent education - college graduate53%
Parent education - graduate school/post graduate33%
Parent education - declined to state27%

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.

532 students were tested at this school in 2012.

2012

 
 
77%

2011

 
 
75%

2010

 
 
74%

2009

 
 
74%
Math

The state average for Math was 84% in 2012.

532 students were tested at this school in 2012.

2012

 
 
73%

2011

 
 
70%

2010

 
 
72%

2009

 
 
73%
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 Students77%
Females85%
Males70%
African American69%
Asian80%
Filipino76%
Hispanic or Latino77%
American Indian or Alaska Native69%
Pacific Islandern/a
White (not Hispanic)83%
Declined to staten/a
Economically disadvantaged72%
Non-economically disadvantaged89%
Economic Status Unknown82%
Students with disability28%
Tested with modificationsn/a
English learner37%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students73%
Females74%
Males72%
African American57%
Asian88%
Filipino88%
Hispanic or Latino70%
American Indian or Alaska Native57%
Pacific Islandern/a
White (not Hispanic)85%
Declined to staten/a
Economically disadvantaged67%
Non-economically disadvantaged86%
Economic Status Unknown88%
Students with disability26%
Tested with modificationsn/a
English learner32%
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
Hispanic 39% 51%
White 30% 27%
Black 16% 7%
Two or more races 8% 3%
Asian 5% 11%
American Indian/Alaska Native 1% 1%
Hawaiian Native/Pacific Islander 1% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 162%N/A54%
English language learners 213%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 90% 85%
Filipino (Pilipino or Tagalog) 2% 1%
All other non-English languages 1% 1%
Arabic 1% 1%
Farsi (Persian) 1% 0%
Hindi 1% 0%
Punjabi 1% 1%
Thai 1% 0%
Vietnamese 1% 2%
Gujarati 0% 0%
Lao 0% 0%
Mandarin (Putonghua) 0% 1%
Serbo-Croatian (Bosnian, Croatian, Serbian) 0% 0%
Tongan 0% 0%
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 11N/A11
Average years teaching 13N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 95%N/A96%
Emergency credential or waiver 17%N/A2%
Source: CA Dept. of Education, 2008-2009

School basics

School Leader's name
  • Louie Rocha
Fax number
  • (925) 706-1875

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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700 West 18th Street
Antioch, CA 94509
Website: Click here
Phone: (925) 779-7550

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