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GreatSchools Rating

Deer Valley High School

Public | 8-12 | 2692 students

 
 
Last modified
Community Rating

3 stars

Community Rating by Year
2013:
Based on 1 rating
2012:
Based on 3 ratings
2011:
Based on 2 ratings
2010:
Based on 2 ratings

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Parent involvement

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57 reviews of this school


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Posted March 12, 2013

I was very nervous to send my boys to this school with such a bad reputation but both have done very well becasue they have made the effort themselves. In the end it comes down to the individual student. The teachers can only provide the tools and environment. Both of my boys have found some of the teachers to me very inspiring.
—Submitted by a parent


Posted May 27, 2012

Teacher quality is random, some good, some bad (that's normal), it takes leadership from the top to direct teachers to create a higher performing school, until that happens, DVHS will be a low performance option.
—Submitted by a parent


Posted February 26, 2012

My son has a 4.0 GPA from Deer Valley, but his weighted GPA is 3.22 (!) This is unfair to the students that genuinely achieve academically. Our weighted scores are due to grade inflation and substandard test scores. What impact can I make as a concerned parent against the apathy of the staff and the ignorance of the student body? What can I do?
—Submitted by a parent


Posted January 3, 2012

I have attended this school for all four years of my high school career and am a senior (Class of 2012) , so I may be bias in my review. However, Deer Valley High School is an excellent school offering a large variety of classes, clubs, and programs preparing students for their next step in their road to a career.


Posted December 16, 2011

DVHS is a good looking school with way too many students. The school has done a great job of turning this monster into smaller schools, but good administration does not mean good students. My kid, in all honors or CP classes, 9th grade, has had only homework in Spanish, nothing else and still above 4.0 GPA (4.3 with CP)...how is that possible. I speak to friends in other districts that seem to actually have homework almost daily. The core classes need to be enforced and everything else dropped until they get money for it. A school this big requires a very strong core first.
—Submitted by a parent


Posted June 26, 2011

Upon reading the most recent reviews, I have to wonder exactly how involved the complaining parents are. My child had a very difficult start to his academic year. The reason....pure laziness. Teachers cannot teach a child that is not interested in doing his/her part. After the first report card, my husband and I stepped in, cracked down on ALL freedoms, and basically treated him like the first grader he was acting like. Strict expectations were set, and his grades improved. I am a teacher and I am so tired of parents that do nothing but complain and feel that the only person responsible for their childs' success in school is the teacher. Wake up parents, YOU are the parent and the MOST IMPORTANT teacher your child will EVER have! When your child knows you are disparaging a teacher it is a free ticket for your child to blame everything on that teacher and not look to the real source of the problem, which is like their own behavior or lack of motivation.
—Submitted by a parent


Posted September 13, 2010

I have to say, this is my fourth year with students at Deer Valley. I have a soph and a senior. And while yes, there are some problems with some of the student body, the teachers are the best. In all these yeasr there was only one very poor teacher, Ms. Sharpe. The adminisration does what it can to deal with the problem kids. When the parenst won't cooperate, unfortuanelty, their hands are tied.
—Submitted by a parent


Posted June 5, 2010

This school's foolish deregulation of student transfers has made it become one of the most desolate overcrowded schools in the Bay area that has similar student body and liberal agenda as Oakland schools. A bulk of the teachers are assumed positions they are less specialize for i.e( Chem teacher Morgan Olk). And its not hard to infer that they disregard student' s success; leaning toward the notion, " Just passing them and moving whether its the grade they deserve or not." The irony is appalling considering that the teacher would be less motivated to instruct diligently than the students motivation towards school. Overall, the school is very public and generously admits anyone offering free lunches and . Astonishingly enough, this approach can admits unsuitable students that belong in other areas out of range , from alternative schools to penitentiaries. Either case, decide cautiously in Antioch schools. Chow
—Submitted by a parent


Posted April 9, 2010

The one problem I have with this school is the fact that I, along with the other student body and staff, are not prepared for emergencies. The two lockdowns we've had were not done correctly and we NEVER have earthquake drills, shelter in place drills and intruder drills. The only time we have a fire drill is when the system malfunctions. The administration needs to realize that We need to practice this and as a student there, I know there would be much panic when the big one hits.
—Submitted by a parent


Posted August 30, 2009

The principals and vice principals are exceptionally accommodating and always accessible. Most of the teachers are excellent and ready to help. All my children have had great experiences and they have got admitted into their preferred university.
—Submitted by a parent


Posted August 4, 2009

As a recent graduate, I have to say that I am surprisingly proud to have graduated from DV. During my first two years, the school was much more crowded than it was during my upperclassmen years. There are a wide variety of AP classes, most of the teachers are great, and the reputation of our sports teams are one of a kind. Although it's true that there are many 'gangbangers' and such at the school, I never felt unsafe and never had a major problem with anyone. If your child has a tendency to start problems or not do so well in school, please don't blame the teachers or the school. If your student tries hard enough and uses all the opportunities available to them, then they'll get into a great college, just like how I will be going to Cal in the fall with three of my friends!! :)
—Submitted by a student


Posted April 22, 2009

As a student, I like Deer Valley a great deal because of many meaningful reasons. One reason emanates from the Deer Valley teachers. The teachers here deeply care for the success of each and every student. That is easily seen by everyone and anyone on campus. Not only that, but the administration is always there for the student, both principal and house head alike. As a student, I truly feel like I can succeed and I know Deer Valley has the capability in preparing me for that success.
—Submitted by a student


Posted April 15, 2009

Deer Valley High School and its respective district is rapidly integrating the fundamental pieces that once made this school one of the best in the county. In doing so presently, the school is well on its way at regaining the crown and becoming the pride of the district and jewel of the county. Test scores have consecutively elevated and the overall aura this school emits by way of student and staff alike, has me mesmerized. Having had my children bounce around surrounding districts, and being disappointed, this school fills me with pride. This school is earnestly a keeper.
—Submitted by a parent


Posted January 15, 2009

I'm alumni from Deer Valley, and I would rate this school two out of five because I did not believe that the people running the school had the student's success as their number one priority. The year I started going to DV was the first year they decided to no longer have counselors at the school. They, however, do have four vice principals and one head principal. Doesn't anyone think it would be more beneficial to have only one or two vice principals and actually have guidance counselors for students? Especially when these are the years that are most important to college acceptance? the faculty said that the school did not have enough money to provide students with counselors. Why is it then, that the year after I graduated, the school began offering bowling as an elective, as well as ipod classes, and other waste-of-money classes? Something to think about...
—Submitted by a student


Posted January 2, 2009

Deer Valley is at the very least, a school that implements success. The teachers are top tier, and it is given that close to 96% provide avtivities, tutoring, and valuable review (Deer Valley Trubulation). There are also a handful of teachers that are college instructors as well. According to the National Forum on Public education, Deer Valley High School has consecutively scored higher than the surrounding schools in the greater East Bay. They have also been classified as an institiutional powerhouse for their academic excellence (County NEWS 2008). Deer Valley has additionally been classified as a 'gifted school' in regards to class range, test scores, student diversity, and academic rank. Overall, Deer Valley High should be considered by any who wish to attend a school that can compete with the best of the best. California Education Department


Posted December 31, 2008

There are good after school programs. Many people here are rude. Deer Valley is being filled with many gangmembers. There are many drinkers and smokers that are doing these stunts illegally. Ever since 'Smoke Shop' opened for business across the street, the school has changed dramatically. Our school officer is a great man!
—Submitted by a student


Posted May 15, 2008

this school just appeared to me as average. i went to dv during freshman and half of sophmore year. i have been to three other high schools besides this one and id say two out of the three are better than dv. dv is too overcrowded, and has too many problems. its not exactly what i would expect from a school like that.
—Submitted by a student


Posted May 5, 2008

Im a senior at deer valley and honestly each year it only gets worse. I have been a highly involved member at the campus and i still feel that it did not have much to offer and the school officials (not the teachers but the administrators) are more interested in office politics and their own interests verses that of the students of deer valley and the school as a whole. This school is horrible! We complain about money and then hire two principals which is double the money. I would recommend that if you don't have to go to deer valley, don't!
—Submitted by a student


Posted April 15, 2008

Wonderful so far and looking forward to continued success for both the students, parents and school administration.
—Submitted by a parent


Posted April 7, 2008

I'm a freshman that transferred to Deer Valley in October 2007. At first I didn't like it because my grades fell sharply. The teachers were good at explaining what to do, but I had a hard time adjusting to the school climate and teaching styles. I went to my VP and she fixed my schedule to where I needed it to be so would avoid summer school. I have to go because I failed the first semester of english. I will probably have to do Algebra 1 there too. I had a hard time making friends at first but, I have many now and that boosted my self confidence and my grades as well. I would recommend this school if you want good, quality teaching. The school is very diverse and the people are friendly as well. This school focuses very much on sports. Overall, its an alright school.
—Submitted by a student


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

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 2012.

This school's
API score

737

Change from
2011 to 2012

+21

API Statewide Rank
(2011)

4 / 10

API Similar Schools Rank (2011)

6 / 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 met its schoolwide API target for 2012.
  • 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 met all student subgroup API targets for 2012

This school's
API score

737

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
2011 to 2012

+21

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

4 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

6 / 10

API Similar Schools Rank (2011)
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 49% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 59% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

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

The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 87% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Science

The state average for Science was 66% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 25% in 2012.

331 students were tested at this school in 2012.

2012

 
 
19%

2011

 
 
11%

2010

 
 
10%

2009

 
 
6%
Algebra II

The state average for Algebra II was 69% in 2012.

25 students were tested at this school in 2012.

2012

 
 
68%

2011

 
 
81%

2010

 
 
73%

2009

 
 
64%
Biology/Life Sciences

The state average for Biology/Life Sciences was 60% in 2012.

655 students were tested at this school in 2012.

2012

 
 
37%

2011

 
 
32%

2010

 
 
32%

2009

 
 
63%
Earth Science

The state average for Earth Science was 39% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
0%

2009

 
 
28%
English Language Arts

The state average for English Language Arts was 57% in 2012.

654 students were tested at this school in 2012.

2012

 
 
58%

2011

 
 
57%

2010

 
 
57%

2009

 
 
51%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.

102 students were tested at this school in 2012.

2012

 
 
15%

2011

 
 
9%

2010

 
 
7%

2009

 
 
0%
Geometry

The state average for Geometry was 48% in 2012.

234 students were tested at this school in 2012.

2012

 
 
32%

2011

 
 
33%

2010

 
 
39%

2009

 
 
46%
Integrated/Coordinated Science 1

The state average for Integrated/Coordinated Science 1 was 22% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
World History

The state average for World History was 50% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 13% in 2012.

171 students were tested at this school in 2012.

2012

 
 
5%

2011

 
 
6%

2010

 
 
2%

2009

 
 
4%
Algebra II

The state average for Algebra II was 42% in 2012.

169 students were tested at this school in 2012.

2012

 
 
19%

2011

 
 
32%

2010

 
 
20%

2009

 
 
17%
Biology/Life Sciences

The state average for Biology/Life Sciences was 43% in 2012.

86 students were tested at this school in 2012.

2012

 
 
21%

2011

 
 
24%

2010

 
 
30%

2009

 
 
32%
Chemistry

The state average for Chemistry was 51% in 2012.

372 students were tested at this school in 2012.

2012

 
 
22%

2011

 
 
9%

2010

 
 
30%

2009

 
 
34%
Earth Science

The state average for Earth Science was 35% in 2012.

104 students were tested at this school in 2012.

2012

 
 
37%

2011

 
 
32%

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 50% in 2012.

606 students were tested at this school in 2012.

2012

 
 
54%

2011

 
 
47%

2010

 
 
47%

2009

 
 
49%
Geometry

The state average for Geometry was 17% in 2012.

222 students were tested at this school in 2012.

2012

 
 
9%

2011

 
 
13%

2010

 
 
12%

2009

 
 
14%
High School (Summative) Mathematics (Grade 9-11)

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

 
 
86%

2011

 
 
95%

2010

 
 
80%

2009

 
 
82%
Science

The state average for Science was 53% in 2012.

603 students were tested at this school in 2012.

2012

 
 
46%

2011

 
 
42%

2010

 
 
44%

2009

 
 
44%
World History

The state average for World History was 46% in 2012.

615 students were tested at this school in 2012.

2012

 
 
43%

2011

 
 
34%

2010

 
 
34%

2009

 
 
41%
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 10% in 2012.

36 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
9%

2010

 
 
12%

2009

 
 
1%
Algebra II

The state average for Algebra II was 15% in 2012.

183 students were tested at this school in 2012.

2012

 
 
5%

2011

 
 
9%

2010

 
 
10%

2009

 
 
11%
Biology/Life Sciences

The state average for Biology/Life Sciences was 53% in 2012.

79 students were tested at this school in 2012.

2012

 
 
45%

2011

 
 
55%

2010

 
 
52%

2009

 
 
63%
Chemistry

The state average for Chemistry was 34% in 2012.

147 students were tested at this school in 2012.

2012

 
 
7%

2011

 
 
8%

2010

 
 
9%

2009

 
 
15%
Earth Science

The state average for Earth Science was 38% in 2012.

95 students were tested at this school in 2012.

2012

 
 
55%

2011

 
 
36%

2010

 
 
57%

2009

 
 
44%
English Language Arts

The state average for English Language Arts was 48% in 2012.

581 students were tested at this school in 2012.

2012

 
 
48%

2011

 
 
55%

2010

 
 
51%

2009

 
 
43%
Geometry

The state average for Geometry was 9% in 2012.

141 students were tested at this school in 2012.

2012

 
 
10%

2011

 
 
5%

2010

 
 
4%

2009

 
 
3%
High School (Summative) Mathematics (Grade 9-11)

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

 
 
43%

2011

 
 
41%

2010

 
 
39%

2009

 
 
43%
Physics

The state average for Physics was 56% in 2012.

76 students were tested at this school in 2012.

2012

 
 
54%

2011

 
 
44%

2010

 
 
50%

2009

 
 
47%
U.S. History

The state average for U.S. History was 48% in 2012.

619 students were tested at this school in 2012.

2012

 
 
50%

2011

 
 
53%

2010

 
 
54%

2009

 
 
55%
World History

The state average for World History was 18% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
0%
Scale: % proficient or advanced

About the tests


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

Algebra 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
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 Studentsn/a
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Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/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

General Mathematics (Grades 6 & 7 Standards)

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/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

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
Fluent-English proficient and English onlyn/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

History - Social Science Grade 8 Cumulative

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/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

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
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 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

Algebra I

All Students19%
Females18%
Males19%
African American10%
Asiann/a
Filipino36%
Hispanic or Latino20%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)22%
Economically disadvantaged16%
Non-economically disadvantaged22%
Students with disability0%
Students with no reported disability19%
English learner8%
Fluent-English proficient and English only19%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate50%
Parent education - high school graduate8%
Parent education - some college (includes AA degree)15%
Parent education - college graduate35%
Parent education - graduate school/post graduate17%
Parent education - declined to state16%

Algebra II

All Students68%
Femalesn/a
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students37%
Females35%
Males39%
African American21%
Asian53%
Filipino54%
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged24%
Non-economically disadvantaged48%
Students with disability9%
Students with no reported disability38%
English learner6%
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate29%
Parent education - high school graduate22%
Parent education - some college (includes AA degree)39%
Parent education - college graduate50%
Parent education - graduate school/post graduate48%
Parent education - declined to state34%

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 Students58%
Females60%
Males54%
African American40%
Asian79%
Filipino64%
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged48%
Non-economically disadvantaged66%
Students with disability23%
Students with no reported disability58%
English learner12%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate65%
Parent education - high school graduate51%
Parent education - some college (includes AA degree)58%
Parent education - college graduate65%
Parent education - graduate school/post graduate65%
Parent education - declined to state53%

General Mathematics (Grades 6 & 7 Standards)

All Students15%
Females13%
Males16%
African American9%
Asiann/a
Filipinon/a
Hispanic or Latino20%
American Indian or Alaska Nativen/a
White (not Hispanic)20%
Economically disadvantaged15%
Non-economically disadvantaged14%
Students with disability0%
Students with no reported disability29%
English learner18%
Fluent-English proficient and English only14%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate17%
Parent education - some college (includes AA degree)8%
Parent education - college graduate17%
Parent education - graduate school/post graduaten/a
Parent education - declined to state12%

Geometry

All Students32%
Females35%
Males28%
African American16%
Asian34%
Filipino29%
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)44%
Economically disadvantaged32%
Non-economically disadvantaged32%
Students with disabilityn/a
Students with no reported disability32%
English learnern/a
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate32%
Parent education - some college (includes AA degree)34%
Parent education - college graduate31%
Parent education - graduate school/post graduate25%
Parent education - declined to state26%

Integrated/Coordinated Science 1

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/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
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 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

Algebra I

All Students5%
Females7%
Males4%
African American4%
Asiann/a
Filipinon/a
Hispanic or Latino4%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)0%
Economically disadvantaged7%
Non-economically disadvantaged3%
Students with disabilityn/a
Students with no reported disability5%
English learner6%
Fluent-English proficient and English only5%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate2%
Parent education - some college (includes AA degree)9%
Parent education - college graduate0%
Parent education - graduate school/post graduaten/a
Parent education - declined to state8%

Algebra II

All Students19%
Females20%
Males16%
African American3%
Asian41%
Filipino19%
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)16%
Economically disadvantaged13%
Non-economically disadvantaged21%
Students with disabilityn/a
Students with no reported disability18%
English learnern/a
Fluent-English proficient and English only18%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate25%
Parent education - some college (includes AA degree)15%
Parent education - college graduate15%
Parent education - graduate school/post graduate36%
Parent education - declined to state23%

Biology/Life Sciences

All Students21%
Females25%
Males18%
African American14%
Asiann/a
Filipinon/a
Hispanic or Latino21%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)33%
Economically disadvantaged14%
Non-economically disadvantaged31%
Students with disability18%
Students with no reported disability21%
English learner0%
Fluent-English proficient and English only26%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate10%
Parent education - some college (includes AA degree)27%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state8%

Chemistry

All Students22%
Females17%
Males27%
African American9%
Asian35%
Filipino37%
Hispanic or Latino14%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)33%
Economically disadvantaged8%
Non-economically disadvantaged33%
Students with disability0%
Students with no reported disability23%
English learnern/a
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talented67%
Parent education - not a high school graduate6%
Parent education - high school graduate11%
Parent education - some college (includes AA degree)26%
Parent education - college graduate36%
Parent education - graduate school/post graduate31%
Parent education - declined to state14%

Earth Science

All Students37%
Females30%
Males42%
African American24%
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
White (not Hispanic)65%
Economically disadvantaged28%
Non-economically disadvantaged44%
Students with disabilityn/a
Students with no reported disability39%
English learnern/a
Fluent-English proficient and English only40%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate44%
Parent education - some college (includes AA degree)42%
Parent education - college graduate40%
Parent education - graduate school/post graduaten/a
Parent education - declined to state17%

English Language Arts

All Students54%
Females60%
Males48%
African American39%
Asian69%
Filipino74%
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged44%
Non-economically disadvantaged62%
Students with disability25%
Students with no reported disability55%
English learner0%
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate33%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)59%
Parent education - college graduate72%
Parent education - graduate school/post graduate68%
Parent education - declined to state42%

Geometry

All Students9%
Females7%
Males12%
African American4%
Asian13%
Filipino8%
Hispanic or Latino8%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)18%
Economically disadvantaged7%
Non-economically disadvantaged11%
Students with disabilityn/a
Students with no reported disability9%
English learner7%
Fluent-English proficient and English only9%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate11%
Parent education - some college (includes AA degree)11%
Parent education - college graduate7%
Parent education - graduate school/post graduaten/a
Parent education - declined to state6%

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

All Students86%
Femalesn/a
Males90%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)92%
Economically disadvantagedn/a
Non-economically disadvantaged89%
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented92%
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 Students46%
Females42%
Males48%
African American30%
Asian61%
Filipino57%
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Pacific Islander10%
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged31%
Non-economically disadvantaged57%
Students with disability26%
Students with no reported disability46%
English learner3%
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduate20%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)54%
Parent education - college graduate60%
Parent education - graduate school/post graduate56%
Parent education - declined to state33%

World History

All Students43%
Females38%
Males47%
African American30%
Asian63%
Filipino54%
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)61%
Economically disadvantaged31%
Non-economically disadvantaged53%
Students with disability16%
Students with no reported disability44%
English learner8%
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talented79%
Parent education - not a high school graduate26%
Parent education - high school graduate40%
Parent education - some college (includes AA degree)47%
Parent education - college graduate56%
Parent education - graduate school/post graduate60%
Parent education - declined to state31%
Scale: % proficient or advanced

About the tests


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

Algebra I

All Students0%
Females0%
Males0%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino0%
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability0%
English learnern/a
Fluent-English proficient and English only0%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate0%
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 state0%

Algebra II

All Students5%
Females6%
Males5%
African American0%
Asian19%
Filipino11%
Hispanic or Latino3%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)7%
Economically disadvantaged7%
Non-economically disadvantaged4%
Students with disabilityn/a
Students with no reported disability5%
English learnern/a
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 graduate3%
Parent education - some college (includes AA degree)7%
Parent education - college graduate0%
Parent education - graduate school/post graduaten/a
Parent education - declined to state7%

Biology/Life Sciences

All Students45%
Females40%
Males50%
African American14%
Asian64%
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged40%
Non-economically disadvantaged49%
Students with disabilityn/a
Students with no reported disability47%
English learnern/a
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate46%
Parent education - some college (includes AA degree)42%
Parent education - college graduate61%
Parent education - graduate school/post graduaten/a
Parent education - declined to state24%

Chemistry

All Students7%
Females6%
Males7%
African American2%
Asiann/a
Filipinon/a
Hispanic or Latino6%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)7%
Economically disadvantaged4%
Non-economically disadvantaged10%
Students with disabilityn/a
Students with no reported disability6%
English learnern/a
Fluent-English proficient and English only7%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate9%
Parent education - high school graduate4%
Parent education - some college (includes AA degree)13%
Parent education - college graduate12%
Parent education - graduate school/post graduaten/a
Parent education - declined to state2%

Earth Science

All Students55%
Females48%
Males63%
African American45%
Asiann/a
Filipinon/a
Hispanic or Latino45%
White (not Hispanic)65%
Economically disadvantaged43%
Non-economically disadvantaged62%
Students with disabilityn/a
Students with no reported disability56%
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 graduate40%
Parent education - some college (includes AA degree)48%
Parent education - college graduate58%
Parent education - graduate school/post graduaten/a
Parent education - declined to state63%

English Language Arts

All Students48%
Females50%
Males46%
African American31%
Asian63%
Filipino52%
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged38%
Non-economically disadvantaged56%
Students with disability27%
Students with no reported disability49%
English learner12%
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate48%
Parent education - high school graduate42%
Parent education - some college (includes AA degree)54%
Parent education - college graduate56%
Parent education - graduate school/post graduate63%
Parent education - declined to state38%

Geometry

All Students10%
Females5%
Males15%
African American6%
Asiann/a
Filipinon/a
Hispanic or Latino5%
American Indian or Alaska Nativen/a
White (not Hispanic)15%
Economically disadvantaged6%
Non-economically disadvantaged13%
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 graduate9%
Parent education - some college (includes AA degree)8%
Parent education - college graduate14%
Parent education - graduate school/post graduaten/a
Parent education - declined to state11%

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

All Students43%
Females45%
Males42%
African American25%
Asian71%
Filipino25%
Hispanic or Latino50%
American Indian or Alaska Nativen/a
White (not Hispanic)43%
Economically disadvantaged21%
Non-economically disadvantaged53%
Students with disabilityn/a
Students with no reported disability44%
English learnern/a
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talented79%
Parent education - not a high school graduaten/a
Parent education - high school graduate27%
Parent education - some college (includes AA degree)41%
Parent education - college graduate49%
Parent education - graduate school/post graduate79%
Parent education - declined to state33%

Physics

All Students54%
Females59%
Males52%
African American37%
Asian64%
Filipino31%
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)85%
Economically disadvantaged33%
Non-economically disadvantaged63%
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate45%
Parent education - some college (includes AA degree)61%
Parent education - college graduate58%
Parent education - graduate school/post graduaten/a
Parent education - declined to state23%

U.S. History

All Students50%
Females43%
Males58%
African American32%
Asian66%
Filipino52%
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged37%
Non-economically disadvantaged60%
Students with disability20%
Students with no reported disability53%
English learner14%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate48%
Parent education - high school graduate49%
Parent education - some college (includes AA degree)54%
Parent education - college graduate55%
Parent education - graduate school/post graduate67%
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
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 - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 83% in 2012.

644 students were tested at this school in 2012.

2012

 
 
84%

2011

 
 
83%

2010

 
 
83%

2009

 
 
86%
Math

The state average for Math was 84% in 2012.

642 students were tested at this school in 2012.

2012

 
 
80%

2011

 
 
84%

2010

 
 
85%

2009

 
 
87%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students84%
Females91%
Males78%
African American72%
Asian98%
Filipino96%
Hispanic or Latino85%
American Indian or Alaska Nativen/a
Pacific Islander82%
White (not Hispanic)91%
Declined to staten/a
Economically disadvantaged78%
Non-economically disadvantaged91%
Economic Status Unknown81%
Students with disability33%
Tested with modificationsn/a
English learner51%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students80%
Females81%
Males79%
African American64%
Asian94%
Filipino96%
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Pacific Islander91%
White (not Hispanic)93%
Declined to staten/a
Economically disadvantaged72%
Non-economically disadvantaged90%
Economic Status Unknown78%
Students with disability25%
Tested with modificationsn/a
English learner49%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

Ethnicity This school State average
Black 29% 7%
White 24% 27%
Hispanic 23% 51%
Asian 14% 11%
Two or more races 9% 3%
American Indian/Alaska Native 1% 1%
Hawaiian Native/Pacific Islander 1% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 141%N/A54%
English language learners 28%N/A24%
Source: 1 NCES, 2010-2011
Source: 2 CA Dept. of Education, 2008-2009

Home languages of english learners

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%
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 11N/A11
Average years teaching 14N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 92%N/A96%
Emergency credential or waiver 18%N/A2%
Source: CA Dept. of Education, 2008-2009

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

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