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GreatSchools Rating

Deer Valley High School

Public | 9-12

 
 

Living in Antioch

Situated in a suburban neighborhood. The median home value is $213,500. The average monthly rent for a 2 bedroom apartment is $2,120.

Source: Sperling's Best Places
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 4 ratings
2013:
Based on 3 ratings
2012:
Based on 3 ratings
2011:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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63 reviews of this school


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Posted November 20, 2005

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


Posted November 18, 2005

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 a teacher


Posted November 15, 2005

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


Posted November 8, 2005

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 a parent


Posted November 6, 2005

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 a student


Posted October 1, 2005

Many kids from other districts going to this school due to their school's inability to accommodate them.
—Submitted by a parent


Posted September 23, 2005

The quality of academic programs is excellent. Unfortunately the school is so over crowded which means 35-45 students per class; only the most estudious can learn in that kind of environment. Teachers can't teach to the best of their ability.
—Submitted by a parent


Posted August 21, 2005

This is a beautiful school structurally the only problem I can see is that there are too many kids from pittsburg and richmond using different adresses. Its a shame really, good teachers good administration, if parents would try to work with their kids more and teach them not to litter our nearby shopping centers and the school this place would be alot better.
—Submitted by a former student


Posted July 28, 2005

I graduated in 2000. I was among the first to graduate from DVHS after attending all 4 years. I just remember feeling fortunate to be on a brand new campus, setting new traditions for future generations to follow, and attending such a high-class school.
—Submitted by a former student


Posted June 21, 2005

Deer Valley is a very misunderstood school. It has its fair share of problems like any other high school like some school fights now and then. The classes are somewhat overcrowded, but still are nice. The campus is really unique because of the great design. The school quality of learning is good, because we have tutoring programs afterschool. Mostly all of the teachers at the school really do want you to suceed. They are really a great bunch of caring individuals, There are six vice priciples and no councelers at the campus. The school has many extracuricular activities.
—Submitted by a student


Posted May 1, 2005

like every high school out there, deer valley has its highs and lows.. but i feel that deer valley has been a school worth going to due to the fact that there are over 3000 students attending this high school. there are many activities for one to participate in if they are willing to go out there and try new things.
—Submitted by a student


Posted March 30, 2005

Deer Valley High is an up and coming school in an ethnically diverse and growing community. Overall, my childrens experience at this school has been very good. The administration and staff that I have come in contact with have been competent, caring and knowledgable. I believe that this is a great school in the making. Increased parental and community involvement are needed to make it so. The school district has had some funding problem which have impacted music, arts and sports program s. I commend the staff for the job they have done with limited resources in those areas. DVHS has a reputation amoung some distractors as having an undisciplined learning environment and as having racial problems. My experience as an involved parent has been contrary to those reports.
—Submitted by a parent


Posted August 17, 2004

I have worked up at Deer Valley off and on for three years now and I have never run across anything negative. The kids are respectful if spoken to and security that people speak about are always on the ball. The kids do not have time to get out of hand because their classes are long and their passing time is just enough to get to the other class. I know, because I too (as an aide)have to run to make it to the next class. I remember when I was a kid there were about 800 kids in my high school and there were fights, segregation and everything else there is today and that was in Millbrae so all of you that think that there aren't going to be any problems at all you are in a dream world. Especially with almost 4000 kids.
—Submitted by a parent


Posted February 29, 2004

Hi, all I was one of the first to graduate from Deer Valley high school in 1999. I enjoyed just about every moment. I think about DV alot now that I grown and married. They have good teachers, cunselors and most of all good students. Every school has there clicks, but i think that's apart of life, just like the fitting in part. I wouldnt change my experience there, I loved the school, and I look forward to our 10 year highschool reunion.
—Submitted by a former student


Posted January 31, 2004

As a current student of DVHS I would like to say that the so called segregation is all in the students hands. We choose who to hang out with while other people (mainly parents) see it as some racial thing. There are some people 'out of race' in some groups, but it's just where students feel most comfortable. There may be groups of African-American, Hispanic, white, and Asian people in different areas of the school but it doesn't mean the school has some racism problem. We all have our comfort zones and choose who surround us. The whole thing about the multicultural day, we learn about the general aspects of different cultures. Yes we perform dances of different cultures but it's for dance class. It may not be as educational as reading from a book but who would actually pay attention if we did read from books about different cultures? Not that many students are interested in the things leadership tries to promote. Well anyways, as for the student population, it is really crowded because many people who don't live in the district attend DV. People say it's such a bad school because of the 'race' issues and the teachers but my friends, who live out of district, well their parents think it's a much better school than Pittsburg or Antioch. Honestly, I think it's better too. If I was a parent I would want to send my children to a good school. And besides the whole out of town thing, Antioch has way too many houses being built and not enough schools. They should think about building schools before building more houses. A lot of the classes are overcrowded (mainly electives) and people are getting out. I think it's mainly because the students pick the popular, easy classes and DV just puts them in a class and doesn't even bother to count if there's enough room but it's getting better as students are getting their schedules changed. Our security is better than other schools. We have cameras all over campus to monitor the misdameanors and we have narks (yard duties) who look over the students. The big problem is littering, it bugs me. Our school is so huge and we have garbage cans here and there but our school has garbage everywhere. The bathrooms also reek! Anways, the more positive things... The people are great here if you get to know them and get out of your little shell. So far all of the teachers I've had are really helpful. Teachers have been getting more strict about behaviour which is good because there are students who take away from other students' education. Deer Valley isn't all that bad.
—Submitted by a student


Posted January 26, 2004

Security and racism is a great concern for me. The lunchroom situation is very disturbing. The school is not doing anything to stop the segregation between races. The school does not ofer great security either.
—Submitted by a parent


Posted January 20, 2004

As an involved parent of two h.s. school age kids, I have met a high number of Deer Valley students and have seen many more at activities. The vast majority I meet are normal, good kids! My kids say that the out of control students rarely get consequences and appear above the school rules for some reason. Teachers and administrators may be afraid of them, or just can't do anything if they wanted to. Most teachers have been good, sometimes a shakey one or no teacher at all for a class.
—Submitted by a parent


Posted October 28, 2003

As a graduate of the class of 2003, I remember what it was like going there. There are problems that need to be addressed, such as out of towners coming from all over the bay area. When I went there almost half of the student body lived outside of antioch. The administration needs to get on their job and start checking whether people actually live in Antioch, within the school boundaries, or not. It is too easy to enroll at Deer Valley, and it will end up having a negative effect on the school's reputation and the students attending.


Posted October 24, 2003

I remember this school having a zero tolerance policy for students. Lately I've heard terrible stories about students beating up on other students taking their lunch money and other items. Where is security? Why are students still allowed to go there, after fighting. I've also heard a good majority of the kids don't live in the school boundaries. I know myself and other parents pay a lot for mello roos,and commute everyday in order to allow our kids the opportunity to live in a nice community and attend a decent school. Someone needs to investigate.
—Submitted by a parent


Posted October 20, 2003

As a concern parent, I am wondering why the school is not doing a better job of controlling the out of towners from migrating into our school. The negative influences of drugs, gangs, violence, and disrespect from students that do not live in Antioch are unacceptable. Parents need to be involved and aware of what their kids are doing at all time. School officials, please control the out of towners from over crowding our school. As Antioch parents we pay way too much mello roos taxes and sit in major traffic everyday just so our kids can be in a nice school, and I don't feel generous enough to let out of towners take advantage.
—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.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

735

Change from
2012 to 2013

-3

API Statewide Rank
(2012)

4 / 10

API Similar Schools Rank (2012)

8 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school did not meet its schoolwide API target for 2013.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2013

This school's
API score

735

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

-3

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

4 / 10

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

8 / 10

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

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

409 students were tested at this school in 2013.

2013

 
 
11%

2012

 
 
19%

2011

 
 
11%

2010

 
 
10%
Algebra II

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

34 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
68%

2011

 
 
81%

2010

 
 
73%
Biology/Life Sciences

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

625 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
37%

2011

 
 
32%

2010

 
 
32%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
0%
English Language Arts

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

619 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
58%

2011

 
 
57%

2010

 
 
57%
General Mathematics (Grades 6 & 7 Standards)

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

54 students were tested at this school in 2013.

2013

 
 
4%

2012

 
 
15%

2011

 
 
9%

2010

 
 
7%
Geometry

The state average for Geometry was 45% in 2013.

170 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
32%

2011

 
 
33%

2010

 
 
39%
Integrated/Coordinated Science I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

166 students were tested at this school in 2013.

2013

 
 
5%

2012

 
 
5%

2011

 
 
6%

2010

 
 
2%
Algebra II

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

184 students were tested at this school in 2013.

2013

 
 
23%

2012

 
 
19%

2011

 
 
32%

2010

 
 
20%
Biology/Life Sciences

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

62 students were tested at this school in 2013.

2013

 
 
8%

2012

 
 
21%

2011

 
 
24%

2010

 
 
30%
Chemistry

The state average for Chemistry was 46% in 2013.

484 students were tested at this school in 2013.

2013

 
 
16%

2012

 
 
22%

2011

 
 
9%

2010

 
 
30%
Earth Science

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

63 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
37%

2011

 
 
32%

2010

 
 
n/a
English Language Arts

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

618 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
54%

2011

 
 
47%

2010

 
 
47%
Geometry

The state average for Geometry was 15% in 2013.

239 students were tested at this school in 2013.

2013

 
 
14%

2012

 
 
9%

2011

 
 
13%

2010

 
 
12%
High School (Summative) Mathematics (Grade 9-11)

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

23 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
86%

2011

 
 
95%

2010

 
 
80%
Science

The state average for Science was 54% in 2013.

616 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
46%

2011

 
 
42%

2010

 
 
44%
World History

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

655 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
43%

2011

 
 
34%

2010

 
 
34%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

45 students were tested at this school in 2013.

2013

 
 
9%

2012

 
 
0%

2011

 
 
9%

2010

 
 
12%
Algebra II

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

168 students were tested at this school in 2013.

2013

 
 
6%

2012

 
 
5%

2011

 
 
9%

2010

 
 
10%
Biology/Life Sciences

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

87 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
45%

2011

 
 
55%

2010

 
 
52%
Chemistry

The state average for Chemistry was 32% in 2013.

146 students were tested at this school in 2013.

2013

 
 
7%

2012

 
 
7%

2011

 
 
8%

2010

 
 
9%
Earth Science

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

58 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
55%

2011

 
 
36%

2010

 
 
57%
English Language Arts

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

557 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
48%

2011

 
 
55%

2010

 
 
51%
Geometry

The state average for Geometry was 8% in 2013.

135 students were tested at this school in 2013.

2013

 
 
9%

2012

 
 
10%

2011

 
 
5%

2010

 
 
4%
High School (Summative) Mathematics (Grade 9-11)

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

161 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
43%

2011

 
 
41%

2010

 
 
39%
Physics

The state average for Physics was 58% in 2013.

91 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
54%

2011

 
 
44%

2010

 
 
50%
U.S. History

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

598 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
50%

2011

 
 
53%

2010

 
 
54%
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

All Students11%
Females12%
Males11%
African American8%
Asian22%
Filipino25%
Hispanic or Latino11%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)13%
Economically disadvantaged8%
Non-economically disadvantaged16%
Students with disability18%
Students with no reported disability11%
English learner9%
Fluent-English proficient and English only11%
Migrant educationn/a
Gifted and talented33%
Parent education - not a high school graduate0%
Parent education - high school graduate8%
Parent education - some college (includes AA degree)15%
Parent education - college graduate14%
Parent education - graduate school/post graduate7%
Parent education - declined to state12%

Algebra II

All Students44%
Females29%
Males55%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)33%
Economically disadvantagedn/a
Non-economically disadvantaged48%
Students with disabilityn/a
Students with no reported disability44%
English learnern/a
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talented50%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)23%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students35%
Females33%
Males39%
African American21%
Asian54%
Filipino58%
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)54%
Economically disadvantaged27%
Non-economically disadvantaged44%
Students with disability18%
Students with no reported disability37%
English learner0%
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talented76%
Parent education - not a high school graduate26%
Parent education - high school graduate24%
Parent education - some college (includes AA degree)40%
Parent education - college graduate46%
Parent education - graduate school/post graduate56%
Parent education - declined to state26%

Earth Science

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

English Language Arts

All Students59%
Females62%
Males56%
African American42%
Asian79%
Filipino76%
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged51%
Non-economically disadvantaged67%
Students with disability65%
Students with no reported disability59%
English learner4%
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate47%
Parent education - high school graduate53%
Parent education - some college (includes AA degree)64%
Parent education - college graduate70%
Parent education - graduate school/post graduate80%
Parent education - declined to state44%

General Mathematics (Grades 6 & 7 Standards)

All Students4%
Females5%
Males3%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged5%
Non-economically disadvantaged0%
Students with disability4%
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English only4%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)0%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state7%

Geometry

All Students33%
Females36%
Males31%
African American17%
Asian42%
Filipino48%
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)44%
Economically disadvantaged28%
Non-economically disadvantaged36%
Students with disabilityn/a
Students with no reported disability34%
English learnern/a
Fluent-English proficient and English only34%
Migrant educationn/a
Gifted and talented47%
Parent education - not a high school graduaten/a
Parent education - high school graduate21%
Parent education - some college (includes AA degree)34%
Parent education - college graduate43%
Parent education - graduate school/post graduate45%
Parent education - declined to state22%

Integrated/Coordinated Science I

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

Physics

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

World History

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

About the tests


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

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

Source: California Department of Education

Algebra I

All Students5%
Females5%
Males6%
African American3%
Asiann/a
Filipinon/a
Hispanic or Latino6%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)17%
Economically disadvantaged3%
Non-economically disadvantaged8%
Students with disability0%
Students with no reported disability6%
English learner0%
Fluent-English proficient and English only6%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate6%
Parent education - some college (includes AA degree)7%
Parent education - college graduate0%
Parent education - graduate school/post graduaten/a
Parent education - declined to state6%

Algebra II

All Students23%
Females25%
Males21%
African American9%
Asian40%
Filipino23%
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)29%
Economically disadvantaged19%
Non-economically disadvantaged25%
Students with disabilityn/a
Students with no reported disability24%
English learnern/a
Fluent-English proficient and English only23%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate39%
Parent education - some college (includes AA degree)15%
Parent education - college graduate24%
Parent education - graduate school/post graduaten/a
Parent education - declined to state14%

Biology/Life Sciences

All Students8%
Females11%
Males6%
African American12%
Asiann/a
Filipinon/a
Hispanic or Latino6%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged6%
Non-economically disadvantaged11%
Students with disabilityn/a
Students with no reported disability10%
English learnern/a
Fluent-English proficient and English only10%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)5%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state4%

Chemistry

All Students16%
Females14%
Males17%
African American6%
Asian29%
Filipino20%
Hispanic or Latino10%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)26%
Economically disadvantaged7%
Non-economically disadvantaged23%
Students with disability0%
Students with no reported disability17%
English learner0%
Fluent-English proficient and English only16%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate8%
Parent education - high school graduate11%
Parent education - some college (includes AA degree)14%
Parent education - college graduate24%
Parent education - graduate school/post graduate26%
Parent education - declined to state13%

Earth Science

All Students35%
Females31%
Males38%
African American18%
Asiann/a
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged33%
Non-economically disadvantaged37%
Students with disabilityn/a
Students with no reported disability37%
English learnern/a
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate35%
Parent education - some college (includes AA degree)40%
Parent education - college graduate25%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students49%
Females52%
Males45%
African American33%
Asian72%
Filipino54%
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged40%
Non-economically disadvantaged55%
Students with disability18%
Students with no reported disability49%
English learner3%
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate37%
Parent education - high school graduate46%
Parent education - some college (includes AA degree)48%
Parent education - college graduate59%
Parent education - graduate school/post graduate44%
Parent education - declined to state43%

Geometry

All Students14%
Females10%
Males19%
African American6%
Asian23%
Filipino21%
Hispanic or Latino15%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)23%
Economically disadvantaged14%
Non-economically disadvantaged16%
Students with disabilityn/a
Students with no reported disability15%
English learner0%
Fluent-English proficient and English only16%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate11%
Parent education - some college (includes AA degree)19%
Parent education - college graduate17%
Parent education - graduate school/post graduate7%
Parent education - declined to state11%

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

All Students91%
Femalesn/a
Males93%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students39%
Females37%
Males41%
African American25%
Asian51%
Filipino41%
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)61%
Economically disadvantaged30%
Non-economically disadvantaged47%
Students with disability10%
Students with no reported disability40%
English learner0%
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate39%
Parent education - high school graduate32%
Parent education - some college (includes AA degree)40%
Parent education - college graduate51%
Parent education - graduate school/post graduate44%
Parent education - declined to state30%

World History

All Students35%
Females33%
Males37%
African American23%
Asian57%
Filipino43%
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)49%
Economically disadvantaged28%
Non-economically disadvantaged42%
Students with disability10%
Students with no reported disability38%
English learner3%
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate26%
Parent education - high school graduate29%
Parent education - some college (includes AA degree)36%
Parent education - college graduate48%
Parent education - graduate school/post graduate32%
Parent education - declined to state28%
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

All Students9%
Females13%
Males7%
African American5%
Asiann/a
Filipinon/a
Hispanic or Latino7%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged14%
Non-economically disadvantaged4%
Students with disabilityn/a
Students with no reported disability11%
English learnern/a
Fluent-English proficient and English only10%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate15%
Parent education - some college (includes AA degree)7%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students6%
Females3%
Males11%
African American2%
Asian7%
Filipino15%
Hispanic or Latino4%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)8%
Economically disadvantaged5%
Non-economically disadvantaged7%
Students with disabilityn/a
Students with no reported disability6%
English learnern/a
Fluent-English proficient and English only5%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate3%
Parent education - some college (includes AA degree)6%
Parent education - college graduate14%
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

Biology/Life Sciences

All Students57%
Females63%
Males49%
African American47%
Asian73%
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged41%
Non-economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability57%
English learnern/a
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate53%
Parent education - some college (includes AA degree)64%
Parent education - college graduate68%
Parent education - graduate school/post graduaten/a
Parent education - declined to state29%

Chemistry

All Students7%
Females4%
Males10%
African American2%
Asiann/a
Filipino8%
Hispanic or Latino2%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)13%
Economically disadvantaged5%
Non-economically disadvantaged8%
Students with disability0%
Students with no reported disability7%
English learner8%
Fluent-English proficient and English only7%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate3%
Parent education - some college (includes AA degree)2%
Parent education - college graduate12%
Parent education - graduate school/post graduaten/a
Parent education - declined to state14%

Earth Science

All Students58%
Females59%
Males58%
African American55%
Asiann/a
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged52%
Non-economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability58%
English learnern/a
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)55%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state71%

English Language Arts

All Students52%
Females57%
Males49%
African American39%
Asian78%
Filipino66%
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged38%
Non-economically disadvantaged63%
Students with disability42%
Students with no reported disability53%
English learner4%
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduate25%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)56%
Parent education - college graduate69%
Parent education - graduate school/post graduate74%
Parent education - declined to state35%

Geometry

All Students9%
Females5%
Males11%
African American4%
Asiann/a
Filipinon/a
Hispanic or Latino6%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)12%
Economically disadvantaged8%
Non-economically disadvantaged10%
Students with disabilityn/a
Students with no reported disability8%
English learner0%
Fluent-English proficient and English only10%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate13%
Parent education - high school graduate8%
Parent education - some college (includes AA degree)5%
Parent education - college graduate17%
Parent education - graduate school/post graduaten/a
Parent education - declined to state3%

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

All Students36%
Females35%
Males38%
African American23%
Asian61%
Filipino25%
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)45%
Economically disadvantaged23%
Non-economically disadvantaged40%
Students with disabilityn/a
Students with no reported disability36%
English learnern/a
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talented61%
Parent education - not a high school graduaten/a
Parent education - high school graduate42%
Parent education - some college (includes AA degree)25%
Parent education - college graduate48%
Parent education - graduate school/post graduate45%
Parent education - declined to state24%

Physics

All Students56%
Females42%
Males65%
African American15%
Asian75%
Filipino56%
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged33%
Non-economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability57%
English learnern/a
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)46%
Parent education - college graduate64%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students55%
Females53%
Males57%
African American43%
Asian74%
Filipino71%
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged45%
Non-economically disadvantaged63%
Students with disability15%
Students with no reported disability59%
English learner6%
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduate37%
Parent education - high school graduate48%
Parent education - some college (includes AA degree)59%
Parent education - college graduate67%
Parent education - graduate school/post graduate75%
Parent education - declined to state42%

World History

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

About the tests


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

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

Source: California Department of Education

English Language Arts

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

667 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
84%

2011

 
 
83%

2010

 
 
83%
Math

The state average for Math was 84% in 2013.

665 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
80%

2011

 
 
84%

2010

 
 
85%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

All Students86%
Females92%
Males80%
Gender Unknownn/a
African American79%
Asian96%
Filipino95%
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)96%
Declined to staten/a
Economically disadvantaged82%
Non-economically disadvantaged91%
Economic Status Unknown85%
Students with disability29%
Tested with modificationsn/a
English learner46%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students81%
Females82%
Males80%
Gender Unknownn/a
African American70%
Asian98%
Filipino92%
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)93%
Declined to staten/a
Economically disadvantaged77%
Non-economically disadvantaged87%
Economic Status Unknown78%
Students with disability27%
Tested with modificationsn/a
English learner51%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school
Black 33%
Hispanic 28%
White 18%
Asian 6%
Two or more races 6%
American Indian/Alaska Native 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 50%N/AN/A
English language learners 6%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 6%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

This school has not yet provided program information.


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4700 Lone Tree Way
Antioch, CA 94531
Phone: (925) 776-5555

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