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Teacher quality
Principal leadership
Parent involvement
I'm a freshman this year and I must say this school is better then I thought it would be. The students are much nicer and social then in middle school, where I had no friends and now I have a hand full at DVHS. The're are really great teachers here. The teaching methods could be better, except there exceptional for a public highschool. The school main focus in on sports, i've noticed, where the athletic fields and areas take up more of the campus. The college prep ways are not very strong, letting students only take 2.5 years of history, and the requirements aren't very good with no requirement of foreign language and only required to take two years of science. The school is beautifully very ethnically diverse. Except a majority of the student body and faculty aren't too excepting of other types of diversity (LGBT, etc.). Overall, it's a okay school.
—Submitted by a student
I went to DV all 4 years of high school. I graduated in 2006, so things may have changed, but that school is out of control! It is just too crowded and for students that were actually there to learn the class sizes made it difficult. In many of my classes, throughout my 4 years, there weren't enough desks for all the students, so one or two would have to use the table in the front of the class. The dress code would be ridiculously strict, if they actually enforced what was in the rule book.
—Submitted by a former student
I can't say enough great things about Deer Valley High. Our children are very fortunate to be attending and graduating from such a wonderful public high school that is doing an outstanding job for their students and the community. Just fabulous!
—Submitted by a parent
I'm in my senior year at Deer Valley right now. Parents can say how wonderful the AP classes and wide range of electives are, which they are...but they don't have to walk through the overcrowded school every day and sit in 100 minute classes where probably 30 minutes of it is spent getting the class to settle down. I can't even blame the teachers anymore, because I'd be worn down and tired too if I had to deal with all the defiance. I can't focus at all. I've wanted to switch schools since freshmen year. If your on the line about sending your kid to DV, I highly advise you to look into a different school, you would be doing them a great service. I hate waking up in the morning to go to Deer Valley, I don't feel comfortable, and it's really an awful experience.
—Submitted by a student
This school has a lot of things other high schools don't. We have great sports,music, arts, and education here. As a recent graduate I'm proud to say I graduated here. Were not perfect nothing is but were trying our best.
Most of their California test scores are mediocre at best. If your goal as a parent is to give your child a chance just to go to college, then this school may be enough. If you are a parent who wants to give your child a better chance to be able to go to Berkeley, UCLA or the Ivies, look for another school.
—Submitted by a parent
I am concered for my son's safety at this school. Teachers are caring with kid but don't have the time to give parents a call when there's trouble.
—Submitted by a parent
The availability of music, art, and sports is tremendous at Deer Valley. The music program is outstanding with the Divine Voices and Show Choir. Academically Deer Valley is good, but certainly can be better. Overall, the instruction could be more challenging.
—Submitted by a parent
A suburban commuter school with a large population of students. There is no single majority of ethnic groups, no group over 50%. The school has 2 academies and 2 career pathways and many clubs and activities. Like all schools, there are problems but there are also extraordinary students and teachers there.
—Submitted by a teacher
There are close to 4,000 students at this school! It's overcrowded. It's also the size of a college campus. If you have a student who is a high achiever, then s/he should have no problem focusing in class. However, if you have a student who needs extra help, then a smaller school would be more appropriate in my opinion.
—Submitted by a parent
Deer Valley is a decent high school academically. My only concern is they allow too many kids outside the district in the school. I'm satisfied with my son's A.P. classes. However, the feedback to parents is loose and not well coordinated when a child has a problem. For that reason I would rate it 2.5 on a scale from 1 to 4. Their leadership program for kids is weak because the instructor is not competent in this area. The kids don't respect her input. The major complaint for most parents is the overcrowding in the school;
—Submitted by a parent
Great Staff and Admin towards Parents But My Kids reported that they are demeening towards them as if they were lower in status. Although Many of the students of DV are bused in from places such as Oakland, Concord, and Sometimes Martinez. These students have a tract record of being rude, inconsiderate, and many times force the Admin/staff to treat them as they are treated.
—Submitted by a former student
Deer Valley High offers a large number of extracurricular activities for students besides high academic goals. There is a constant effort to improve learning for all students through the acquisition of quality staff and innovative teaching strategies. I have a daughter who graduated from Deer Valley and was accepted at three CSUs and one UC for her college education. She took the rigorous AP English course at DVHS and subsequently passed the state AP test. My two younger children are currently attending DVHS (a Freshman and a Junior). Both are 3.0 students who are greatly enjoying their experience there.
—Submitted by a parent
This is an interesting school. My daughter attends Deer Valley High School, and informs me on the events taken place at Deer Valley. To the parents who are worried that Dv is unsafe, or any other negative term, let me assure you, Deer valley is extremely safe. And while they are not as organized as they should be, I have not had any serious problems with them. I honestly think that sending my child to DV was a better choice than her going to Antioch High. DV has so many technology advantages that I believe your child will get a better and more thoughough education.
—Submitted by a parent
I started teaching at Deer Valley in the fall of 2005. The first thing that impressed me was how well-behaved the kids were. Furthermore, the staff is more dedicated to their jobs than any I have ever worked with. This is a special school!
—Submitted by Barry Tesar, a teacher
The school has recently changed Principle's which is possitive because the last one was uninvolved. It offers AP classes, and the teachers for those are excellent, but school does not incourage enrollement. There is large diversity, but students self segrigate themselves. Students tend to litter a lot. Very large classes. You can do well in that school if you take harder classes.
—Submitted by a former student
The music program at Deer Valley is outstanding. Under the guidance of Ms. Henderson, the students thrive in this realm. The musical productions and concerts are awesome!
—Submitted by Cindy Turlington, a parent
The work is very complex , teachers seem like they barely care if you pass or not the environment is not that good why would it be for a school reaching almost 4000 kids thats why I want to transfer to another school.
—Submitted by Shakyla Adams, a student
Many kids from other districts going to this school due to their school's inability to accommodate them.
—Submitted by a parent
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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