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Teacher quality
Principal leadership
Parent involvement
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
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
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
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.
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
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
All 5 of my children received a collage preparatory education at this school.
—Submitted by a parent
The teachers are all so sweet and helpful but the students are troublesome. I never felt safe there.
—Submitted by a student
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
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
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
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
It is the best school with the nicest teachers, they really care about what your child learns
—Submitted by a student
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
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
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
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
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
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
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.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 49% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 25% in 2012.
327 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
12 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
184 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
318 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
465 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
54 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
110 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
143 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
104 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
312 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
155 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
11 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
473 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
195 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
12 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
474 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
506 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 10% in 2012.
20 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
130 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
90 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
143 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
20 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
365 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
89 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
52 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
14 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
386 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 6% |
| Females | 6% |
| Males | 7% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 5% |
| American Indian or Alaska Native | 9% |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 13% |
| Economically disadvantaged | 5% |
| Non-economically disadvantaged | 10% |
| Students with disability | 18% |
| Students with no reported disability | 6% |
| English learner | 3% |
| Fluent-English proficient and English only | 7% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 5% |
| Parent education - high school graduate | 6% |
| Parent education - some college (includes AA degree) | 4% |
| Parent education - college graduate | 8% |
| Parent education - graduate school/post graduate | 21% |
| Parent education - declined to state | 6% |
| All Students | 50% |
| Females | n/a |
| Males | 45% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 50% |
| English learner | n/a |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 56% |
| Females | 58% |
| Males | 54% |
| African American | 52% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 61% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 73% |
| Students with disability | 0% |
| Students with no reported disability | 61% |
| English learner | 0% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 87% |
| Parent education - not a high school graduate | 41% |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 49% |
| All Students | 15% |
| Females | 11% |
| Males | 19% |
| African American | 14% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 12% |
| American Indian or Alaska Native | 18% |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 21% |
| Economically disadvantaged | 15% |
| Non-economically disadvantaged | 15% |
| Students with disability | 2% |
| Students with no reported disability | 17% |
| English learner | 0% |
| Fluent-English proficient and English only | 19% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 10% |
| Parent education - high school graduate | 11% |
| Parent education - some college (includes AA degree) | 20% |
| Parent education - college graduate | 29% |
| Parent education - graduate school/post graduate | 45% |
| Parent education - declined to state | 12% |
| All Students | 45% |
| Females | 48% |
| Males | 43% |
| African American | 34% |
| Asian | n/a |
| Filipino | 55% |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | 44% |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 56% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 64% |
| Students with disability | 21% |
| Students with no reported disability | 46% |
| English learner | 3% |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 53% |
| Parent education - declined to state | 46% |
| All Students | 7% |
| Females | 5% |
| Males | 9% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 11% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 13% |
| Economically disadvantaged | 8% |
| Non-economically disadvantaged | 7% |
| Students with disability | 7% |
| Students with no reported disability | 8% |
| English learner | 0% |
| Fluent-English proficient and English only | 10% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 5% |
| Parent education - some college (includes AA degree) | 27% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 0% |
| All Students | 32% |
| Females | 33% |
| Males | 31% |
| African American | 29% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 37% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 36% |
| Students with disability | n/a |
| Students with no reported disability | 32% |
| English learner | n/a |
| Fluent-English proficient and English only | 33% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 8% |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 30% |
| Parent education - college graduate | 28% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 39% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 1% |
| Females | 0% |
| Males | 1% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 3% |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | 4% |
| Students with disability | n/a |
| Students with no reported disability | 1% |
| English learner | 0% |
| Fluent-English proficient and English only | 1% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 5% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 0% |
| All Students | 18% |
| Females | 16% |
| Males | 21% |
| African American | 9% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 8% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 24% |
| Economically disadvantaged | 14% |
| Non-economically disadvantaged | 23% |
| Students with disability | n/a |
| Students with no reported disability | 18% |
| English learner | n/a |
| Fluent-English proficient and English only | 19% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 8% |
| Parent education - high school graduate | 13% |
| Parent education - some college (includes AA degree) | 17% |
| Parent education - college graduate | 31% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 26% |
| All Students | 37% |
| Females | 42% |
| Males | 33% |
| African American | 26% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 43% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 45% |
| Students with disability | 14% |
| Students with no reported disability | 41% |
| English learner | 14% |
| Fluent-English proficient and English only | 41% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 34% |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | 44% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 32% |
| All Students | 30% |
| Females | 25% |
| Males | 34% |
| African American | 33% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 37% |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | 39% |
| Students with disability | n/a |
| Students with no reported disability | 30% |
| English learner | n/a |
| Fluent-English proficient and English only | 30% |
| Migrant education | n/a |
| Gifted and talented | 45% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 22% |
| Parent education - some college (includes AA degree) | 23% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 40% |
| All Students | 18% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 40% |
| Females | 44% |
| Males | 36% |
| African American | 29% |
| Asian | 56% |
| Filipino | 53% |
| Hispanic or Latino | 34% |
| American Indian or Alaska Native | 8% |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 58% |
| Students with disability | 5% |
| Students with no reported disability | 41% |
| English learner | 0% |
| Fluent-English proficient and English only | 45% |
| Migrant education | n/a |
| Gifted and talented | 87% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | 47% |
| Parent education - declined to state | 31% |
| All Students | 9% |
| Females | 8% |
| Males | 10% |
| African American | 7% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 9% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 9% |
| Economically disadvantaged | 9% |
| Non-economically disadvantaged | 8% |
| Students with disability | n/a |
| Students with no reported disability | 8% |
| English learner | 0% |
| Fluent-English proficient and English only | 9% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 8% |
| Parent education - high school graduate | 5% |
| Parent education - some college (includes AA degree) | 6% |
| Parent education - college graduate | 18% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 7% |
| All Students | 84% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 47% |
| Females | 50% |
| Males | 45% |
| African American | 34% |
| Asian | 75% |
| Filipino | 65% |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | 36% |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 60% |
| Students with disability | 26% |
| Students with no reported disability | 48% |
| English learner | 10% |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | 73% |
| Parent education - not a high school graduate | 41% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 53% |
| Parent education - declined to state | 42% |
| All Students | 32% |
| Females | 24% |
| Males | 38% |
| African American | 27% |
| Asian | 69% |
| Filipino | 29% |
| Hispanic or Latino | 24% |
| American Indian or Alaska Native | 29% |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 42% |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 45% |
| Students with disability | 7% |
| Students with no reported disability | 35% |
| English learner | 3% |
| Fluent-English proficient and English only | 36% |
| Migrant education | n/a |
| Gifted and talented | 73% |
| Parent education - not a high school graduate | 23% |
| Parent education - high school graduate | 24% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 54% |
| Parent education - graduate school/post graduate | 37% |
| Parent education - declined to state | 30% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 15% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 8% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 18% |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 3% |
| Females | 3% |
| Males | 3% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 3% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 6% |
| Economically disadvantaged | 3% |
| Non-economically disadvantaged | 2% |
| Students with disability | n/a |
| Students with no reported disability | 3% |
| English learner | 6% |
| Fluent-English proficient and English only | 3% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 5% |
| Parent education - high school graduate | 6% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | 8% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 0% |
| All Students | 32% |
| Females | 38% |
| Males | 23% |
| African American | 13% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 28% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 59% |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 50% |
| Students with disability | 8% |
| Students with no reported disability | 36% |
| English learner | 12% |
| Fluent-English proficient and English only | 41% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 20% |
| Parent education - high school graduate | 21% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 30% |
| All Students | 13% |
| Females | 12% |
| Males | 15% |
| African American | 6% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 9% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 25% |
| Economically disadvantaged | 11% |
| Non-economically disadvantaged | 16% |
| Students with disability | n/a |
| Students with no reported disability | 14% |
| English learner | n/a |
| Fluent-English proficient and English only | 14% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 16% |
| Parent education - some college (includes AA degree) | 9% |
| Parent education - college graduate | 8% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 9% |
| All Students | 0% |
| Females | 0% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 0% |
| English learner | n/a |
| Fluent-English proficient and English only | 0% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 35% |
| Females | 33% |
| Males | 38% |
| African American | 25% |
| Asian | 36% |
| Filipino | 42% |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 51% |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | 46% |
| Students with disability | 12% |
| Students with no reported disability | 36% |
| English learner | 2% |
| Fluent-English proficient and English only | 41% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 24% |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | 33% |
| Parent education - declined to state | 28% |
| All Students | 1% |
| Females | 0% |
| Males | 3% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 7% |
| Economically disadvantaged | 1% |
| Non-economically disadvantaged | 0% |
| Students with disability | n/a |
| Students with no reported disability | 1% |
| English learner | 0% |
| Fluent-English proficient and English only | 1% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 8% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 0% |
| All Students | 29% |
| Females | 16% |
| Males | 41% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 25% |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 32% |
| Students with disability | n/a |
| Students with no reported disability | 29% |
| English learner | n/a |
| Fluent-English proficient and English only | 29% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 27% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 20% |
| All Students | 71% |
| Females | n/a |
| Males | 77% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 36% |
| Females | 29% |
| Males | 43% |
| African American | 24% |
| Asian | 50% |
| Filipino | 38% |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 49% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 46% |
| Students with disability | 5% |
| Students with no reported disability | 40% |
| English learner | 3% |
| Fluent-English proficient and English only | 42% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 34% |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | 33% |
| Parent education - declined to state | 27% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
532 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
532 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 77% |
| Females | 85% |
| Males | 70% |
| African American | 69% |
| Asian | 80% |
| Filipino | 76% |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | 69% |
| Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Declined to state | n/a |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 89% |
| Economic Status Unknown | 82% |
| Students with disability | 28% |
| Tested with modifications | n/a |
| English learner | 37% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 73% |
| Females | 74% |
| Males | 72% |
| African American | 57% |
| Asian | 88% |
| Filipino | 88% |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | 57% |
| Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Declined to state | n/a |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 86% |
| Economic Status Unknown | 88% |
| Students with disability | 26% |
| Tested with modifications | n/a |
| English learner | 32% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
American Indian or Alaska Native
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| 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% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 62% | N/A | 54% |
| English language learners 2 | 13% | N/A | 24% |
| 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% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 95% | N/A | 96% |
| Emergency credential or waiver | 17% | N/A | 2% |
| School Leader's name |
|
| Fax number |
|
| Extra learning resources offered |
|


Tips for understanding school culture
TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.
700 West 18th Street
Antioch,
CA 94509
Website: Click here
Phone: (925) 779-7550
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