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GreatSchools Rating

Antioch High School

Public | 8-12 | 2289 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
No new ratings
2012:
Based on 1 rating
2011:
Based on 3 ratings

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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 2013.

This school's
API score

671

Change from
2012 to 2013

-10

API Statewide Rank
(2012)

2 / 10

API Similar Schools Rank (2012)

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 did not meet its schoolwide API target for 2013.
  • 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 2013

This school's
API score

671

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

-10

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

2 / 10

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

5 / 10

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

The state average for Algebra I was 50% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
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English Language Arts

The state average for English Language Arts was 57% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

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

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 67% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

320 students were tested at this school in 2013.

2013

 
 
4%

2012

 
 
6%

2011

 
 
9%

2010

 
 
14%
Algebra II

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

14 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
50%

2011

 
 
54%

2010

 
 
n/a
Biology/Life Sciences

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

342 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
56%

2011

 
 
58%

2010

 
 
63%
Earth Science

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

116 students were tested at this school in 2013.

2013

 
 
19%

2012

 
 
15%

2011

 
 
22%

2010

 
 
20%
English Language Arts

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

447 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
45%

2011

 
 
48%

2010

 
 
46%
General Mathematics (Grades 6 & 7 Standards)

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

23 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
7%

2011

 
 
4%

2010

 
 
0%
Geometry

The state average for Geometry was 45% in 2013.

111 students were tested at this school in 2013.

2013

 
 
6%

2012

 
 
32%

2011

 
 
30%

2010

 
 
43%
Integrated/Coordinated Science I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
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Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

127 students were tested at this school in 2013.

2013

 
 
1%

2012

 
 
1%

2011

 
 
4%

2010

 
 
3%
Algebra II

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

94 students were tested at this school in 2013.

2013

 
 
16%

2012

 
 
18%

2011

 
 
23%

2010

 
 
16%
Biology/Life Sciences

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

306 students were tested at this school in 2013.

2013

 
 
25%

2012

 
 
37%

2011

 
 
30%

2010

 
 
29%
Chemistry

The state average for Chemistry was 46% in 2013.

136 students were tested at this school in 2013.

2013

 
 
26%

2012

 
 
30%

2011

 
 
48%

2010

 
 
31%
Earth Science

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

2013

 
 
n/a

2012

 
 
18%

2011

 
 
23%

2010

 
 
n/a
English Language Arts

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

457 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
40%

2011

 
 
34%

2010

 
 
30%
Geometry

The state average for Geometry was 15% in 2013.

214 students were tested at this school in 2013.

2013

 
 
3%

2012

 
 
9%

2011

 
 
7%

2010

 
 
5%
High School (Summative) Mathematics (Grade 9-11)

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

12 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
84%

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 54% in 2013.

459 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
47%

2011

 
 
37%

2010

 
 
34%
World History

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

489 students were tested at this school in 2013.

2013

 
 
28%

2012

 
 
32%

2011

 
 
25%

2010

 
 
29%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

16 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
15%

2011

 
 
10%

2010

 
 
0%
Algebra II

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

131 students were tested at this school in 2013.

2013

 
 
5%

2012

 
 
3%

2011

 
 
3%

2010

 
 
1%
Biology/Life Sciences

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

86 students were tested at this school in 2013.

2013

 
 
25%

2012

 
 
32%

2011

 
 
38%

2010

 
 
36%
Chemistry

The state average for Chemistry was 32% in 2013.

126 students were tested at this school in 2013.

2013

 
 
8%

2012

 
 
13%

2011

 
 
10%

2010

 
 
9%
Earth Science

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

21 students were tested at this school in 2013.

2013

 
 
19%

2012

 
 
0%

2011

 
 
17%

2010

 
 
30%
English Language Arts

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

402 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
35%

2011

 
 
37%

2010

 
 
34%
Geometry

The state average for Geometry was 8% in 2013.

110 students were tested at this school in 2013.

2013

 
 
1%

2012

 
 
1%

2011

 
 
3%

2010

 
 
5%
High School (Summative) Mathematics (Grade 9-11)

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

95 students were tested at this school in 2013.

2013

 
 
20%

2012

 
 
29%

2011

 
 
22%

2010

 
 
32%
Physics

The state average for Physics was 58% in 2013.

66 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
71%

2011

 
 
61%

2010

 
 
63%
U.S. History

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

424 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
36%

2011

 
 
37%

2010

 
 
37%
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
0%

2010

 
 
0%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

All Studentsn/a
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English Language Arts

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Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
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General Mathematics (Grades 6 & 7 Standards)

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Geometry

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Non-economically disadvantagedn/a
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Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
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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

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Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
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Science

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Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

All Students4%
Females2%
Males6%
African American1%
Asiann/a
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)9%
Economically disadvantaged3%
Non-economically disadvantaged8%
Students with disability0%
Students with no reported disability4%
English learner2%
Fluent-English proficient and English only5%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate2%
Parent education - some college (includes AA degree)5%
Parent education - college graduate20%
Parent education - graduate school/post graduate17%
Parent education - declined to state2%

Algebra II

All Students36%
Femalesn/a
Males45%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability36%
English learnern/a
Fluent-English proficient and English only36%
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 Students44%
Females44%
Males43%
African American29%
Asiann/a
Filipino79%
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged34%
Non-economically disadvantaged60%
Students with disability4%
Students with no reported disability46%
English learner5%
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talented85%
Parent education - not a high school graduate27%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)55%
Parent education - college graduate65%
Parent education - graduate school/post graduate57%
Parent education - declined to state35%

Earth Science

All Students19%
Females11%
Males31%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)35%
Economically disadvantaged19%
Non-economically disadvantaged20%
Students with disabilityn/a
Students with no reported disability20%
English learner0%
Fluent-English proficient and English only23%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate7%
Parent education - high school graduate23%
Parent education - some college (includes AA degree)19%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state22%

English Language Arts

All Students46%
Females50%
Males44%
African American33%
Asiann/a
Filipino65%
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)61%
Economically disadvantaged40%
Non-economically disadvantaged59%
Students with disability12%
Students with no reported disability48%
English learner5%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduate38%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)56%
Parent education - college graduate53%
Parent education - graduate school/post graduate61%
Parent education - declined to state41%

General Mathematics (Grades 6 & 7 Standards)

All Students0%
Femalesn/a
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disabilityn/a
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

Geometry

All Students6%
Females2%
Males10%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino4%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)15%
Economically disadvantaged5%
Non-economically disadvantaged8%
Students with disabilityn/a
Students with no reported disability6%
English learnern/a
Fluent-English proficient and English only6%
Migrant educationn/a
Gifted and talented18%
Parent education - not a high school graduate0%
Parent education - high school graduate3%
Parent education - some college (includes AA degree)12%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

Integrated/Coordinated Science I

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

Physics

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

World History

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

About the tests


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

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

Source: California Department of Education

Algebra I

All Students1%
Females0%
Males1%
African American3%
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)0%
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 graduate2%
Parent education - some college (includes AA degree)0%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

Algebra II

All Students16%
Females16%
Males16%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)14%
Economically disadvantaged13%
Non-economically disadvantaged19%
Students with disabilityn/a
Students with no reported disability16%
English learnern/a
Fluent-English proficient and English only16%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate14%
Parent education - high school graduate11%
Parent education - some college (includes AA degree)15%
Parent education - college graduate23%
Parent education - graduate school/post graduaten/a
Parent education - declined to state22%

Biology/Life Sciences

All Students25%
Females23%
Males27%
African American15%
Asiann/a
Filipinon/a
Hispanic or Latino21%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)35%
Economically disadvantaged22%
Non-economically disadvantaged36%
Students with disability7%
Students with no reported disability28%
English learner2%
Fluent-English proficient and English only30%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate13%
Parent education - high school graduate29%
Parent education - some college (includes AA degree)27%
Parent education - college graduate36%
Parent education - graduate school/post graduaten/a
Parent education - declined to state22%

Chemistry

All Students26%
Females18%
Males33%
African American5%
Asiann/a
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)30%
Economically disadvantaged22%
Non-economically disadvantaged31%
Students with disabilityn/a
Students with no reported disability27%
English learnern/a
Fluent-English proficient and English only27%
Migrant educationn/a
Gifted and talented64%
Parent education - not a high school graduate7%
Parent education - high school graduate23%
Parent education - some college (includes AA degree)31%
Parent education - college graduate44%
Parent education - graduate school/post graduaten/a
Parent education - declined to state29%

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

English Language Arts

All Students35%
Females36%
Males35%
African American28%
Asian17%
Filipino41%
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)47%
Economically disadvantaged29%
Non-economically disadvantaged48%
Students with disability0%
Students with no reported disability37%
English learner0%
Fluent-English proficient and English only40%
Migrant educationn/a
Gifted and talented84%
Parent education - not a high school graduate30%
Parent education - high school graduate37%
Parent education - some college (includes AA degree)37%
Parent education - college graduate49%
Parent education - graduate school/post graduate41%
Parent education - declined to state30%

Geometry

All Students3%
Females2%
Males4%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)9%
Economically disadvantaged2%
Non-economically disadvantaged6%
Students with disabilityn/a
Students with no reported disability3%
English learner0%
Fluent-English proficient and English only3%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate5%
Parent education - some college (includes AA degree)8%
Parent education - college graduate0%
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

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

All Students58%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability58%
English learnern/a
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students43%
Females38%
Males47%
African American31%
Asian42%
Filipino76%
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)55%
Economically disadvantaged39%
Non-economically disadvantaged52%
Students with disability16%
Students with no reported disability44%
English learner2%
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talented84%
Parent education - not a high school graduate31%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)48%
Parent education - college graduate54%
Parent education - graduate school/post graduate53%
Parent education - declined to state39%

World History

All Students28%
Females19%
Males36%
African American23%
Asian25%
Filipino41%
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)36%
Economically disadvantaged24%
Non-economically disadvantaged38%
Students with disability10%
Students with no reported disability31%
English learner1%
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talented68%
Parent education - not a high school graduate19%
Parent education - high school graduate30%
Parent education - some college (includes AA degree)31%
Parent education - college graduate49%
Parent education - graduate school/post graduate28%
Parent education - declined to state22%
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

All Students0%
Femalesn/a
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported 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

Algebra II

All Students5%
Females4%
Males5%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino8%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)3%
Economically disadvantaged4%
Non-economically disadvantaged6%
Students with disabilityn/a
Students with no reported disability5%
English learnern/a
Fluent-English proficient and English only5%
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 graduate9%
Parent education - graduate school/post graduaten/a
Parent education - declined to state5%

Biology/Life Sciences

All Students25%
Females34%
Males19%
African American13%
Asiann/a
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)53%
Economically disadvantaged22%
Non-economically disadvantaged37%
Students with disabilityn/a
Students with no reported disability26%
English learner0%
Fluent-English proficient and English only34%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate9%
Parent education - high school graduate24%
Parent education - some college (includes AA degree)38%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state21%

Chemistry

All Students8%
Females2%
Males13%
African American6%
Asiann/a
Filipinon/a
Hispanic or Latino10%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)6%
Economically disadvantaged9%
Non-economically disadvantaged7%
Students with disabilityn/a
Students with no reported disability8%
English learnern/a
Fluent-English proficient and English only8%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate6%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)15%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state9%

Earth Science

All Students19%
Femalesn/a
Males13%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged13%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability19%
English learnern/a
Fluent-English proficient and English only20%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate9%
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%
Females40%
Males32%
African American23%
Asian50%
Filipino41%
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged28%
Non-economically disadvantaged49%
Students with disability20%
Students with no reported disability36%
English learner3%
Fluent-English proficient and English only39%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate31%
Parent education - high school graduate29%
Parent education - some college (includes AA degree)38%
Parent education - college graduate50%
Parent education - graduate school/post graduate47%
Parent education - declined to state36%

Geometry

All Students1%
Females3%
Males0%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino2%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)0%
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 graduate3%
Parent education - some college (includes AA degree)0%
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 Students20%
Females10%
Males31%
African American21%
Asiann/a
Filipinon/a
Hispanic or Latino6%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)23%
Economically disadvantaged15%
Non-economically disadvantaged28%
Students with disabilityn/a
Students with no reported disability20%
English learnern/a
Fluent-English proficient and English only20%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate9%
Parent education - high school graduate28%
Parent education - some college (includes AA degree)29%
Parent education - college graduate21%
Parent education - graduate school/post graduaten/a
Parent education - declined to state11%

Physics

All Students52%
Females47%
Males53%
African American45%
Asiann/a
Filipinon/a
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged36%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability51%
English learnern/a
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate33%
Parent education - some college (includes AA degree)53%
Parent education - college graduate64%
Parent education - graduate school/post graduaten/a
Parent education - declined to state62%

U.S. History

All Students35%
Females30%
Males39%
African American21%
Asian65%
Filipino29%
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)45%
Economically disadvantaged31%
Non-economically disadvantaged44%
Students with disability9%
Students with no reported disability38%
English learner0%
Fluent-English proficient and English only39%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate32%
Parent education - high school graduate27%
Parent education - some college (includes AA degree)40%
Parent education - college graduate53%
Parent education - graduate school/post graduate33%
Parent education - declined to state37%

World History

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

About the tests


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

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

Source: California Department of Education

English Language Arts

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

515 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
77%

2011

 
 
75%

2010

 
 
74%
Math

The state average for Math was 84% in 2013.

515 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
73%

2011

 
 
70%

2010

 
 
72%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

All Students73%
Females79%
Males69%
Gender Unknownn/a
African American64%
Asian63%
Filipino94%
Hispanic or Latino69%
American Indian or Alaska Native55%
Pacific Islandern/a
White (not Hispanic)87%
Declined to staten/a
Economically disadvantaged68%
Non-economically disadvantaged85%
Economic Status Unknown83%
Students with disability26%
Tested with modificationsn/a
English learner22%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students72%
Females71%
Males72%
Gender Unknownn/a
African American63%
Asian79%
Filipino82%
Hispanic or Latino70%
American Indian or Alaska Native64%
Pacific Islandern/a
White (not Hispanic)80%
Declined to staten/a
Economically disadvantaged67%
Non-economically disadvantaged83%
Economic Status Unknown80%
Students with disability26%
Tested with modificationsn/a
English learner32%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school 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 62%N/A54%
Source: NCES, 2010-2011

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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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