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Teacher quality
Principal leadership
Parent involvement
I was very nervous to send my boys to this school with such a bad reputation but both have done very well becasue they have made the effort themselves. In the end it comes down to the individual student. The teachers can only provide the tools and environment. Both of my boys have found some of the teachers to me very inspiring.
—Submitted by a parent
Teacher quality is random, some good, some bad (that's normal), it takes leadership from the top to direct teachers to create a higher performing school, until that happens, DVHS will be a low performance option.
—Submitted by a parent
My son has a 4.0 GPA from Deer Valley, but his weighted GPA is 3.22 (!) This is unfair to the students that genuinely achieve academically. Our weighted scores are due to grade inflation and substandard test scores. What impact can I make as a concerned parent against the apathy of the staff and the ignorance of the student body? What can I do?
—Submitted by a parent
I have attended this school for all four years of my high school career and am a senior (Class of 2012) , so I may be bias in my review. However, Deer Valley High School is an excellent school offering a large variety of classes, clubs, and programs preparing students for their next step in their road to a career.
DVHS is a good looking school with way too many students. The school has done a great job of turning this monster into smaller schools, but good administration does not mean good students. My kid, in all honors or CP classes, 9th grade, has had only homework in Spanish, nothing else and still above 4.0 GPA (4.3 with CP)...how is that possible. I speak to friends in other districts that seem to actually have homework almost daily. The core classes need to be enforced and everything else dropped until they get money for it. A school this big requires a very strong core first.
—Submitted by a parent
Upon reading the most recent reviews, I have to wonder exactly how involved the complaining parents are. My child had a very difficult start to his academic year. The reason....pure laziness. Teachers cannot teach a child that is not interested in doing his/her part. After the first report card, my husband and I stepped in, cracked down on ALL freedoms, and basically treated him like the first grader he was acting like. Strict expectations were set, and his grades improved. I am a teacher and I am so tired of parents that do nothing but complain and feel that the only person responsible for their childs' success in school is the teacher. Wake up parents, YOU are the parent and the MOST IMPORTANT teacher your child will EVER have! When your child knows you are disparaging a teacher it is a free ticket for your child to blame everything on that teacher and not look to the real source of the problem, which is like their own behavior or lack of motivation.
—Submitted by a parent
I have to say, this is my fourth year with students at Deer Valley. I have a soph and a senior. And while yes, there are some problems with some of the student body, the teachers are the best. In all these yeasr there was only one very poor teacher, Ms. Sharpe. The adminisration does what it can to deal with the problem kids. When the parenst won't cooperate, unfortuanelty, their hands are tied.
—Submitted by a parent
This school's foolish deregulation of student transfers has made it become one of the most desolate overcrowded schools in the Bay area that has similar student body and liberal agenda as Oakland schools. A bulk of the teachers are assumed positions they are less specialize for i.e( Chem teacher Morgan Olk). And its not hard to infer that they disregard student' s success; leaning toward the notion, " Just passing them and moving whether its the grade they deserve or not." The irony is appalling considering that the teacher would be less motivated to instruct diligently than the students motivation towards school. Overall, the school is very public and generously admits anyone offering free lunches and . Astonishingly enough, this approach can admits unsuitable students that belong in other areas out of range , from alternative schools to penitentiaries. Either case, decide cautiously in Antioch schools. Chow
—Submitted by a parent
The one problem I have with this school is the fact that I, along with the other student body and staff, are not prepared for emergencies. The two lockdowns we've had were not done correctly and we NEVER have earthquake drills, shelter in place drills and intruder drills. The only time we have a fire drill is when the system malfunctions. The administration needs to realize that We need to practice this and as a student there, I know there would be much panic when the big one hits.
—Submitted by a parent
The principals and vice principals are exceptionally accommodating and always accessible. Most of the teachers are excellent and ready to help. All my children have had great experiences and they have got admitted into their preferred university.
—Submitted by a parent
As a recent graduate, I have to say that I am surprisingly proud to have graduated from DV. During my first two years, the school was much more crowded than it was during my upperclassmen years. There are a wide variety of AP classes, most of the teachers are great, and the reputation of our sports teams are one of a kind. Although it's true that there are many 'gangbangers' and such at the school, I never felt unsafe and never had a major problem with anyone. If your child has a tendency to start problems or not do so well in school, please don't blame the teachers or the school. If your student tries hard enough and uses all the opportunities available to them, then they'll get into a great college, just like how I will be going to Cal in the fall with three of my friends!! :)
—Submitted by a student
As a student, I like Deer Valley a great deal because of many meaningful reasons. One reason emanates from the Deer Valley teachers. The teachers here deeply care for the success of each and every student. That is easily seen by everyone and anyone on campus. Not only that, but the administration is always there for the student, both principal and house head alike. As a student, I truly feel like I can succeed and I know Deer Valley has the capability in preparing me for that success.
—Submitted by a student
Deer Valley High School and its respective district is rapidly integrating the fundamental pieces that once made this school one of the best in the county. In doing so presently, the school is well on its way at regaining the crown and becoming the pride of the district and jewel of the county. Test scores have consecutively elevated and the overall aura this school emits by way of student and staff alike, has me mesmerized. Having had my children bounce around surrounding districts, and being disappointed, this school fills me with pride. This school is earnestly a keeper.
—Submitted by a parent
I'm alumni from Deer Valley, and I would rate this school two out of five because I did not believe that the people running the school had the student's success as their number one priority. The year I started going to DV was the first year they decided to no longer have counselors at the school. They, however, do have four vice principals and one head principal. Doesn't anyone think it would be more beneficial to have only one or two vice principals and actually have guidance counselors for students? Especially when these are the years that are most important to college acceptance? the faculty said that the school did not have enough money to provide students with counselors. Why is it then, that the year after I graduated, the school began offering bowling as an elective, as well as ipod classes, and other waste-of-money classes? Something to think about...
—Submitted by a student
Deer Valley is at the very least, a school that implements success. The teachers are top tier, and it is given that close to 96% provide avtivities, tutoring, and valuable review (Deer Valley Trubulation). There are also a handful of teachers that are college instructors as well. According to the National Forum on Public education, Deer Valley High School has consecutively scored higher than the surrounding schools in the greater East Bay. They have also been classified as an institiutional powerhouse for their academic excellence (County NEWS 2008). Deer Valley has additionally been classified as a 'gifted school' in regards to class range, test scores, student diversity, and academic rank. Overall, Deer Valley High should be considered by any who wish to attend a school that can compete with the best of the best. California Education Department
There are good after school programs. Many people here are rude. Deer Valley is being filled with many gangmembers. There are many drinkers and smokers that are doing these stunts illegally. Ever since 'Smoke Shop' opened for business across the street, the school has changed dramatically. Our school officer is a great man!
—Submitted by a student
this school just appeared to me as average. i went to dv during freshman and half of sophmore year. i have been to three other high schools besides this one and id say two out of the three are better than dv. dv is too overcrowded, and has too many problems. its not exactly what i would expect from a school like that.
—Submitted by a student
Im a senior at deer valley and honestly each year it only gets worse. I have been a highly involved member at the campus and i still feel that it did not have much to offer and the school officials (not the teachers but the administrators) are more interested in office politics and their own interests verses that of the students of deer valley and the school as a whole. This school is horrible! We complain about money and then hire two principals which is double the money. I would recommend that if you don't have to go to deer valley, don't!
—Submitted by a student
Wonderful so far and looking forward to continued success for both the students, parents and school administration.
—Submitted by a parent
I'm a freshman that transferred to Deer Valley in October 2007. At first I didn't like it because my grades fell sharply. The teachers were good at explaining what to do, but I had a hard time adjusting to the school climate and teaching styles. I went to my VP and she fixed my schedule to where I needed it to be so would avoid summer school. I have to go because I failed the first semester of english. I will probably have to do Algebra 1 there too. I had a hard time making friends at first but, I have many now and that boosted my self confidence and my grades as well. I would recommend this school if you want good, quality teaching. The school is very diverse and the people are friendly as well. This school focuses very much on sports. Overall, its an alright school.
—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.
331 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
25 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
655 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
654 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.
102 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
234 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.
171 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
169 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
86 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
372 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
104 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
606 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
222 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.
30 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
603 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
615 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.
36 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
183 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
79 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
147 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
95 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
581 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
141 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.
134 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
76 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
619 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 | 19% |
| Females | 18% |
| Males | 19% |
| African American | 10% |
| Asian | n/a |
| Filipino | 36% |
| Hispanic or Latino | 20% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 22% |
| Economically disadvantaged | 16% |
| Non-economically disadvantaged | 22% |
| Students with disability | 0% |
| Students with no reported disability | 19% |
| English learner | 8% |
| Fluent-English proficient and English only | 19% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 8% |
| Parent education - some college (includes AA degree) | 15% |
| Parent education - college graduate | 35% |
| Parent education - graduate school/post graduate | 17% |
| Parent education - declined to state | 16% |
| All Students | 68% |
| Females | n/a |
| Males | 67% |
| 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 | 71% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | n/a |
| Fluent-English proficient and English only | 68% |
| 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 | 37% |
| Females | 35% |
| Males | 39% |
| African American | 21% |
| Asian | 53% |
| Filipino | 54% |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 56% |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | 48% |
| Students with disability | 9% |
| Students with no reported disability | 38% |
| English learner | 6% |
| Fluent-English proficient and English only | 38% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 22% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | 48% |
| Parent education - declined to state | 34% |
| 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 |
| Native Hawaiian | 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 | 58% |
| Females | 60% |
| Males | 54% |
| African American | 40% |
| Asian | 79% |
| Filipino | 64% |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 66% |
| Students with disability | 23% |
| Students with no reported disability | 58% |
| English learner | 12% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 65% |
| Parent education - high school graduate | 51% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 65% |
| Parent education - declined to state | 53% |
| All Students | 15% |
| Females | 13% |
| Males | 16% |
| African American | 9% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 20% |
| Economically disadvantaged | 15% |
| Non-economically disadvantaged | 14% |
| Students with disability | 0% |
| Students with no reported disability | 29% |
| English learner | 18% |
| Fluent-English proficient and English only | 14% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 17% |
| Parent education - some college (includes AA degree) | 8% |
| Parent education - college graduate | 17% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 12% |
| All Students | 32% |
| Females | 35% |
| Males | 28% |
| African American | 16% |
| Asian | 34% |
| Filipino | 29% |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 44% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 32% |
| 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 | n/a |
| Parent education - high school graduate | 32% |
| Parent education - some college (includes AA degree) | 34% |
| Parent education - college graduate | 31% |
| Parent education - graduate school/post graduate | 25% |
| Parent education - declined to state | 26% |
| 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 | 5% |
| Females | 7% |
| Males | 4% |
| African American | 4% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 4% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 0% |
| Economically disadvantaged | 7% |
| Non-economically disadvantaged | 3% |
| Students with disability | n/a |
| Students with no reported disability | 5% |
| English learner | 6% |
| Fluent-English proficient and English only | 5% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 2% |
| Parent education - some college (includes AA degree) | 9% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 8% |
| All Students | 19% |
| Females | 20% |
| Males | 16% |
| African American | 3% |
| Asian | 41% |
| Filipino | 19% |
| Hispanic or Latino | 17% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 16% |
| Economically disadvantaged | 13% |
| Non-economically disadvantaged | 21% |
| Students with disability | n/a |
| Students with no reported disability | 18% |
| English learner | n/a |
| Fluent-English proficient and English only | 18% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 15% |
| Parent education - college graduate | 15% |
| Parent education - graduate school/post graduate | 36% |
| Parent education - declined to state | 23% |
| All Students | 21% |
| Females | 25% |
| Males | 18% |
| African American | 14% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 21% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 33% |
| Economically disadvantaged | 14% |
| Non-economically disadvantaged | 31% |
| Students with disability | 18% |
| Students with no reported disability | 21% |
| English learner | 0% |
| Fluent-English proficient and English only | 26% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 10% |
| 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 | 8% |
| All Students | 22% |
| Females | 17% |
| Males | 27% |
| African American | 9% |
| Asian | 35% |
| Filipino | 37% |
| Hispanic or Latino | 14% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 33% |
| Economically disadvantaged | 8% |
| Non-economically disadvantaged | 33% |
| Students with disability | 0% |
| Students with no reported disability | 23% |
| English learner | n/a |
| Fluent-English proficient and English only | 22% |
| Migrant education | n/a |
| Gifted and talented | 67% |
| Parent education - not a high school graduate | 6% |
| Parent education - high school graduate | 11% |
| Parent education - some college (includes AA degree) | 26% |
| Parent education - college graduate | 36% |
| Parent education - graduate school/post graduate | 31% |
| Parent education - declined to state | 14% |
| All Students | 37% |
| Females | 30% |
| Males | 42% |
| African American | 24% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | 44% |
| Students with disability | n/a |
| Students with no reported disability | 39% |
| English learner | n/a |
| Fluent-English proficient and English only | 40% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 42% |
| Parent education - college graduate | 40% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 17% |
| All Students | 54% |
| Females | 60% |
| Males | 48% |
| African American | 39% |
| Asian | 69% |
| Filipino | 74% |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 62% |
| Students with disability | 25% |
| Students with no reported disability | 55% |
| English learner | 0% |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 68% |
| Parent education - declined to state | 42% |
| All Students | 9% |
| Females | 7% |
| Males | 12% |
| African American | 4% |
| Asian | 13% |
| Filipino | 8% |
| Hispanic or Latino | 8% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 18% |
| Economically disadvantaged | 7% |
| Non-economically disadvantaged | 11% |
| Students with disability | n/a |
| Students with no reported disability | 9% |
| English learner | 7% |
| Fluent-English proficient and English only | 9% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 11% |
| Parent education - some college (includes AA degree) | 11% |
| Parent education - college graduate | 7% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 6% |
| All Students | 86% |
| Females | n/a |
| Males | 90% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 89% |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 46% |
| Females | 42% |
| Males | 48% |
| African American | 30% |
| Asian | 61% |
| Filipino | 57% |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 10% |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 57% |
| Students with disability | 26% |
| Students with no reported disability | 46% |
| English learner | 3% |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 20% |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 56% |
| Parent education - declined to state | 33% |
| All Students | 43% |
| Females | 38% |
| Males | 47% |
| African American | 30% |
| Asian | 63% |
| Filipino | 54% |
| 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) | 61% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 53% |
| Students with disability | 16% |
| Students with no reported disability | 44% |
| English learner | 8% |
| Fluent-English proficient and English only | 45% |
| Migrant education | n/a |
| Gifted and talented | 79% |
| Parent education - not a high school graduate | 26% |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | 60% |
| Parent education - declined to state | 31% |
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 | 0% |
| Females | 0% |
| Males | 0% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | 0% |
| 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 | 0% |
| 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 | 0% |
| All Students | 5% |
| Females | 6% |
| Males | 5% |
| African American | 0% |
| Asian | 19% |
| Filipino | 11% |
| Hispanic or Latino | 3% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 7% |
| Economically disadvantaged | 7% |
| Non-economically disadvantaged | 4% |
| Students with disability | n/a |
| Students with no reported disability | 5% |
| English learner | n/a |
| Fluent-English proficient and English only | 6% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 3% |
| Parent education - some college (includes AA degree) | 7% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 7% |
| All Students | 45% |
| Females | 40% |
| Males | 50% |
| African American | 14% |
| Asian | 64% |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 49% |
| Students with disability | n/a |
| Students with no reported disability | 47% |
| English learner | n/a |
| Fluent-English proficient and English only | 47% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 42% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 24% |
| All Students | 7% |
| Females | 6% |
| Males | 7% |
| African American | 2% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 6% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 7% |
| Economically disadvantaged | 4% |
| Non-economically disadvantaged | 10% |
| Students with disability | n/a |
| Students with no reported disability | 6% |
| English learner | n/a |
| Fluent-English proficient and English only | 7% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 9% |
| Parent education - high school graduate | 4% |
| Parent education - some college (includes AA degree) | 13% |
| Parent education - college graduate | 12% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 2% |
| All Students | 55% |
| Females | 48% |
| Males | 63% |
| African American | 45% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | n/a |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 63% |
| All Students | 48% |
| Females | 50% |
| Males | 46% |
| African American | 31% |
| Asian | 63% |
| Filipino | 52% |
| 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) | 63% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 56% |
| Students with disability | 27% |
| Students with no reported disability | 49% |
| English learner | 12% |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | 63% |
| Parent education - declined to state | 38% |
| All Students | 10% |
| Females | 5% |
| Males | 15% |
| African American | 6% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 5% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 15% |
| Economically disadvantaged | 6% |
| Non-economically disadvantaged | 13% |
| Students with disability | n/a |
| Students with no reported disability | 10% |
| English learner | n/a |
| 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 | 9% |
| Parent education - some college (includes AA degree) | 8% |
| Parent education - college graduate | 14% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 11% |
| All Students | 43% |
| Females | 45% |
| Males | 42% |
| African American | 25% |
| Asian | 71% |
| Filipino | 25% |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 43% |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | 53% |
| Students with disability | n/a |
| Students with no reported disability | 44% |
| English learner | n/a |
| Fluent-English proficient and English only | 44% |
| Migrant education | n/a |
| Gifted and talented | 79% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 49% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | 33% |
| All Students | 54% |
| Females | 59% |
| Males | 52% |
| African American | 37% |
| Asian | 64% |
| Filipino | 31% |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 63% |
| Students with disability | n/a |
| Students with no reported disability | 55% |
| English learner | n/a |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 23% |
| All Students | 50% |
| Females | 43% |
| Males | 58% |
| African American | 32% |
| Asian | 66% |
| Filipino | 52% |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 60% |
| Students with disability | 20% |
| Students with no reported disability | 53% |
| English learner | 14% |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 49% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | 67% |
| Parent education - declined to state | 42% |
| 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.
644 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
642 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 | 84% |
| Females | 91% |
| Males | 78% |
| African American | 72% |
| Asian | 98% |
| Filipino | 96% |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 82% |
| White (not Hispanic) | 91% |
| Declined to state | n/a |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 91% |
| Economic Status Unknown | 81% |
| Students with disability | 33% |
| Tested with modifications | n/a |
| English learner | 51% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 80% |
| Females | 81% |
| Males | 79% |
| African American | 64% |
| Asian | 94% |
| Filipino | 96% |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 91% |
| White (not Hispanic) | 93% |
| Declined to state | n/a |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 90% |
| Economic Status Unknown | 78% |
| Students with disability | 25% |
| Tested with modifications | n/a |
| English learner | 49% |
| 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
Pacific Islander
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 | ||
|---|---|---|---|---|
| African American | 28% | 7% | ||
| Hispanic or Latino | 25% | 49% | ||
| White | 24% | 28% | ||
| Asian | 8% | 8% | ||
| Filipino | 8% | 3% | ||
| Multiple or No Response | 6% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 8% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 34% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 72% | 85% | ||
| Filipino (Pilipino or Tagalog) | 5% | 1% | ||
| Farsi (Persian) | 3% | 0% | ||
| Urdu | 3% | 0% | ||
| Vietnamese | 3% | 2% | ||
| All other non-English languages | 2% | 1% | ||
| Portuguese | 2% | 0% | ||
| Punjabi | 2% | 1% | ||
| Cantonese | 1% | 2% | ||
| Hindi | 1% | 0% | ||
| Mien (Yao) | 1% | 0% | ||
| Samoan | 1% | 0% | ||
| Tongan | 1% | 0% | ||
| Arabic | 0% | 1% | ||
| Indonesian | 0% | 0% | ||
| Japanese | 0% | 0% | ||
| Khmer (Cambodian) | 0% | 0% | ||
| Mandarin (Putonghua) | 0% | 1% | ||
| Pashto | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 14 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 92% | N/A | 96% |
| Emergency credential or waiver | 18% | N/A | 2% |
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4700 Lone Tree Way
Antioch,
CA 94531
Phone: (925) 776-5555
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