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GreatSchools Rating

Deer Valley High School

Public | 9-12 | 2734 students

 
 

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 July 28, 2014

This school is horrible. Students are partially naked wearing booty shorts, tank tops and slippers. Students J walk and stand around the parking lot for hours. The principle ignores parents. I wouldn't recommend this school to any one.
—Submitted by a parent


Posted April 2, 2014

This is my daughter's second year there. So far she has been happy going there. She has meet alot of People and made alot of friends. Teacher's are very helpful. When I have concern's on any of my daughters classes, I email the teacher and I usually get a response back within 24hrs. I just wish there weren't so many students at this school. To me it is overcrowded.
—Submitted by a parent


Posted February 7, 2014

I have got to say my time in DVHS is so far really GOOD! DVHS depends on how you see it and how the student accept and uses it! Most of the teachers are REALLY GOOD! the hardness of the school work depends on the subject and the teachers! The staff and the securities are also very friendly. It is among rare schools with 4 awesome academies! It's well known on SPORTS! and Its VERY DIVERSE! It is NOT true that DV is a getto high school!!! and when it comes to students, it all depends on your personality and whom you hung out with! there are about 2700 students! You can choose either a bad friend or a good friend!!! Its up to you. If you are with the wrong people, they may lead you to the wrong path but dont allow them to! PARENTS WITH NEGATIVE ATTITUDE ABOUT DV PROBABLY DONT KNOW THEIR KIDS WELL ENOUGH!


Posted February 6, 2014

This is one of the best schools in the area. My two children attended it and I am very happy with the education they received. The staff and the students were very friendly and helpful. My kids just loved it.
—Submitted by a parent


Posted October 11, 2013

Deer Valley High School in Antioch, CA is one of the best. I have noticed that many of the negative reviews are either written by people who have never attended that school, or are not aware of what they are talking about. Perhaps these reviews come from some representatives of private schools who are trying to lead students to their own school businesses. Deer Valley High School is a public, beautifully built, equipped, and maintained school. The security is one of the best .The staff is down to earth, friendly, carrying, and very well educated and talented. The teacher-student ratio is low so there is a lot of attention given to those who are in need and less work is given home. There is a very close relationship/ communication between teachers-students-parents. There is a melting pot of students of different nationalities but this is what America is all about, we all are human beings. The main focus is on education and well-being of all students and not materialism or other agendas. Many Deer Valley High School students and alumni are known, even on a national level, for their accomplishments in education, sports, etc


Posted June 28, 2013

Deer valley may have a bad reputation but this school is a great school over all it may a few problems but any school this size will have a few problems. Don't listen to other parents that say its ghetto or what not. Those parents just listen to the bad things their kids say and that's all kids will talk about it is all the bad stuff.


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


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%
Not 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
Not 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%
Not 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
Not 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%
Not 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%
Not 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%
Not 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
Not 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
Not 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
Not 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%
Not 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%
Not 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%
Not 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%
Not 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%
Not 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%
Not 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%
Not 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
Not 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%
Not 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%
Not 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%
Not 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%
Not 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%
Not 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%
Not 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%
Not 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%
Not 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%
Not 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%
Not 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%
Not 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%
Not 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
Not 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%
Not 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%
Not 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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