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GreatSchools Rating

Granite Hills High School

Public | 9-12

 

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Living in Apple Valley

Situated in a suburban neighborhood. The median home value is $116,000. The average monthly rent for a 2 bedroom apartment is $860.

Source: Sperling's Best Places
 
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 1 rating
2012:
Based on 1 rating
2011:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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21 reviews of this school


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Posted Monday, July 21, 2014

I don't see how anybody could dislike this school. It's pretty awesome! One thing that upset me last year was seeing all of the special needs kids picking up OUR trash. They didn't make that mess. They're only having fun doing it because they don't know what they're doing.. Other than that I love this school. Our varsity football team STUNK last year. But our freshman team was great! Just think of when we're seniors our football is going to kill! All of our other sports are great also!! I definitely recommend this school to everybody.
—Submitted by a student


Posted February 16, 2014

I think this is the best school in the High Desert! This school really preps students for college. The kids are great but the teams except for baseball are not so good (like terrible, I never saw the football team win and I'm in the band x_x) I would suggest any student to attend this wonderful school.
—Submitted by a student


Posted August 4, 2013

It's sad to say that the thing that I like best about granite is my friends. But one thing that I think is cool is that some of the science teachers have live animals in their classroom, which I think makes the class more interesting. The library looks cool because it has a upper and lower floor, but students aren't allowed to go up there.... Then what's the point at having it. Yes you need an adult because some kids are immature, but then again some like to read books. Well about lunch, the food is ok, it really depends on what you get. I think granite could use some more trees and tables because there's 2000 students and definitely not enough places to sit in the shade. The entire last year I had to stand because all the sitting places were taken. We need some new tables or benches in the shade. The main thing we need is money. But I'm afraid that if we get money then we're just going to spend it on something stupid like that granite bolder. Who needs a giant rock when you could use that money for something so much more useful.
—Submitted by a student


Posted August 30, 2012

Granite is great! The school's AP program is excellent, along with its teachers and staff. The extracurricular activities along with the athletic programs make the school even better. I would highly recommend this school to anyone considering whether or not to come to Granite.
—Submitted by a student


Posted September 9, 2011

Im Just a senior now and its a great awsome fun school thats were most of the kids go for high school i love it her and im sure ill miss this school after i graduate.
—Submitted by a student


Posted February 16, 2011

I have two students at Granite Hill and find the school to be very raciest to say the least,. Next when a teacher is absolutely wrong the staff looks the other way. My daughter was in a science class and the teacher removed her from the class and had her take a different test then her peers, when she complained she was ignored so she went to the board members of the district and nothing has been done. I send my children to school for an education not to be pick on by teachers who think they are right. Next this school does not celebrate black history month and has never, how ever at lunch every year they make sure they celebrate cinco de mayo. I wish they would treat all students the same.
—Submitted by a parent


Posted September 7, 2009

This is my sons first year at GHHS. I love this school! After attending Silverado HS in Victorville, this school is a God send. At Silverado, his freshman year, he had 1600 students just in the freshman class. We were told only half of those would make it to their senior year and only half of those would graduate. Granite Hills is so much more about the individual student and not the masses that bring in the money. No school is perfect, but Granite Hill is pretty close.
—Submitted by a parent


Posted August 27, 2009

As a parent of a one graduate and one current student I continue to have concerns about GHHS. Teachers are more concerned with what is good for them than their students. They teach curriculum not students. My biggest concern is with the administration. It is not child centered, it is only concerned with money, and the principal is disengaged with the student body and is only looking to make no waves as he attempts to move up the district ladder. If you are looking at GHHS as an incomming parent do yourself a favor and seek out one of the charter high schools.
—Submitted by a parent


Posted February 5, 2009

Im a student and this school is disgusting trash just sits on the ground for several days, gum stuck on ground everywhere. School bathrooms havent had any soap since last year. It is almost like there is no janitor at all. Kids dont clean up. on stairs there is salad and pickles that have seem in the same spot since school started in august. this is the filthiest school i have ever attended. i will never let my kids in the future go here.
—Submitted by a student


Posted February 28, 2008

I had 2 children go to this school and never had any problems. Both had great grades and were in sports.
—Submitted by a parent


Posted May 30, 2006

Granite Hills has excellent academic programs, especially AP, but they need to do more to involve parents. The choral and drama programs are also excellent.
—Submitted by a parent


Posted November 6, 2005

This is a wonderful school!
—Submitted by a teacher


Posted July 22, 2005

I think that Granet is a great school. The teachers show interest in the childs learnung experience. The exteacurricular activies are great, they the children something to do other that get into trouble. Parents I think should be a little more involved, but for a High School IO think its much better, thatn most other High Schools.
—Submitted by a student


Posted July 17, 2005

Good School. My only bad point is the information comes too late or not at all, regarding grades, programs ect. We loved having a foreign exchange student this year!
—Submitted by a parent


Posted April 15, 2005

Being a parent of three children at GHHS, I can say recently the quality of this school is going down hill. The administrative staff only seems to care about money and not the children. Alot has changed this year and if you ask the parents and children not for the best. There also are some problems with the athletic department. It seems that some sports get more privileges than others. The water polo and swim teams students have the highest gpa's of the all the sport teams but they are not given any thing. If it wasn't for the parents they would be non-exisitent. They need more recognition and privileges just like everyone else, most of all they need a pool.
—Submitted by a parent


Posted June 11, 2004

This is so sad that such a beautiful school with so much potential has a hand full of wonderful instructors and a mouth full of hog wash. It's sad to think after knowing most of these kids for the better part of 10 years, They had to endure the heartache of loosing a principal they thought they trusted, and others who they thought were roll models. To the Class of '2004' may god bless you in all the decisions you make for the rest of your lives. CONGRADULATIONS!!!
—Submitted by a parent


Posted April 14, 2004

I'm a parent and in the near future my son will most likely be attending Granite, of the posting I've read (mostly students) I'm a little concerened now especially when there's a comment made about 'high school isn't about education' what!? I understand every school has fights, every school has cliques, but the overall reason you are there is to learn! I guess I just have a functionalist perspective in regards to education.
—Submitted by a parent


Posted April 9, 2004

I'm not a parent I'm a student. I love this school. The teachers and staff are really cool. The campus is neat and sure we have fights but they get handled. The students are nice to anyone who is nice to them and that is the way it is in the real world. I have learnd a lot for this school and I have to say this but I'm not looking forward to graduating in 2005. The campus is clean, test scores are good, to bad we can't say the same about all of our sports. Some parents say that we need to get involved but they do too. How many scools do you know of that have students that would high 5 a county kid in the special classes not many, but ours do. We have a lot of cool people here.
—Submitted by a student


Posted January 21, 2004

I have found that teachers are concerned about students progress and maintain good contact with the parents overall. The school is clean and discipline policies are quickly and efficiently enforced for the safety of our children. The quality education provided to our son is excellent. Thank you to all the administrators and teachers!
—Submitted by a parent


Posted November 24, 2003

This school is the best in the high desert. It had its spur of fights during October, but they handed it right away! Unlike AVHS. The sports are great and this year Vista Campanas Ms. Stueland is there. The teachers are great and the Campus is great!


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

746

Change from
2012 to 2013

+7

API Statewide Rank
(2012)

4 / 10

API Similar Schools Rank (2012)

3 / 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 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

746

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

+7

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 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
(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)

3 / 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.

132 students were tested at this school in 2013.

2013

 
 
16%

2012

 
 
7%

2011

 
 
12%

2010

 
 
5%
Algebra II

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

31 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
46%

2011

 
 
63%

2010

 
 
45%
Biology/Life Sciences

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

216 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
62%

2011

 
 
51%

2010

 
 
51%
Earth Science

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

108 students were tested at this school in 2013.

2013

 
 
22%

2012

 
 
22%

2011

 
 
17%

2010

 
 
9%
English Language Arts

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

354 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
49%

2011

 
 
51%

2010

 
 
44%
General Mathematics (Grades 6 & 7 Standards)

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

119 students were tested at this school in 2013.

2013

 
 
7%

2012

 
 
6%

2011

 
 
5%

2010

 
 
7%
Geometry

The state average for Geometry was 45% in 2013.

89 students were tested at this school in 2013.

2013

 
 
14%

2012

 
 
18%

2011

 
 
27%

2010

 
 
20%
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.

86 students were tested at this school in 2013.

2013

 
 
6%

2012

 
 
9%

2011

 
 
13%

2010

 
 
5%
Algebra II

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

98 students were tested at this school in 2013.

2013

 
 
9%

2012

 
 
10%

2011

 
 
17%

2010

 
 
18%
Biology/Life Sciences

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

112 students were tested at this school in 2013.

2013

 
 
20%

2012

 
 
29%

2011

 
 
22%

2010

 
 
22%
Chemistry

The state average for Chemistry was 46% in 2013.

121 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
40%

2011

 
 
51%

2010

 
 
46%
Earth Science

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

101 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
33%

2011

 
 
34%

2010

 
 
34%
English Language Arts

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

369 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
47%

2011

 
 
40%

2010

 
 
39%
Geometry

The state average for Geometry was 15% in 2013.

133 students were tested at this school in 2013.

2013

 
 
5%

2012

 
 
4%

2011

 
 
8%

2010

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

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

44 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
40%

2011

 
 
59%

2010

 
 
37%
Science

The state average for Science was 54% in 2013.

370 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
44%

2011

 
 
42%

2010

 
 
40%
World History

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

383 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
39%

2011

 
 
30%

2010

 
 
39%
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.

30 students were tested at this school in 2013.

2013

 
 
7%

2012

 
 
0%

2011

 
 
4%

2010

 
 
11%
Algebra II

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

88 students were tested at this school in 2013.

2013

 
 
2%

2012

 
 
0%

2011

 
 
18%

2010

 
 
4%
Biology/Life Sciences

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

76 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
55%

2011

 
 
50%

2010

 
 
31%
Chemistry

The state average for Chemistry was 32% in 2013.

71 students were tested at this school in 2013.

2013

 
 
30%

2012

 
 
36%

2011

 
 
28%

2010

 
 
37%
Earth Science

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

55 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
33%

2011

 
 
34%

2010

 
 
41%
English Language Arts

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

336 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
43%

2011

 
 
44%

2010

 
 
43%
Geometry

The state average for Geometry was 8% in 2013.

73 students were tested at this school in 2013.

2013

 
 
4%

2012

 
 
5%

2011

 
 
8%

2010

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

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

103 students were tested at this school in 2013.

2013

 
 
31%

2012

 
 
25%

2011

 
 
29%

2010

 
 
40%
Physics

The state average for Physics was 58% in 2013.

40 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
57%

2011

 
 
75%

2010

 
 
72%
U.S. History

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

372 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
51%

2011

 
 
55%

2010

 
 
57%
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
20%
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 Students16%
Females11%
Males20%
African American15%
Asiann/a
Filipinon/a
Hispanic or Latino12%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)21%
Economically disadvantaged14%
Non-economically disadvantaged17%
Students with disabilityn/a
Students with no reported disability15%
English learnern/a
Fluent-English proficient and English only16%
Migrant educationn/a
Gifted and talented58%
Parent education - not a high school graduate9%
Parent education - high school graduate25%
Parent education - some college (includes AA degree)16%
Parent education - college graduate19%
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

Algebra II

All Students38%
Females41%
Males36%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)33%
Economically disadvantaged27%
Non-economically disadvantaged45%
Students with disabilityn/a
Students with no reported disability39%
English learnern/a
Fluent-English proficient and English only39%
Migrant educationn/a
Gifted and talented45%
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 Students49%
Females46%
Males54%
African American39%
Asiann/a
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged38%
Non-economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability50%
English learnern/a
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talented78%
Parent education - not a high school graduate23%
Parent education - high school graduate53%
Parent education - some college (includes AA degree)42%
Parent education - college graduate63%
Parent education - graduate school/post graduate83%
Parent education - declined to state45%

Earth Science

All Students22%
Females13%
Males28%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)25%
Economically disadvantaged20%
Non-economically disadvantaged24%
Students with disabilityn/a
Students with no reported disability22%
English learnern/a
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate30%
Parent education - high school graduate14%
Parent education - some college (includes AA degree)30%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state9%

English Language Arts

All Students50%
Females53%
Males46%
African American40%
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)56%
Economically disadvantaged41%
Non-economically disadvantaged66%
Students with disability8%
Students with no reported disability53%
English learner6%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate31%
Parent education - high school graduate51%
Parent education - some college (includes AA degree)50%
Parent education - college graduate58%
Parent education - graduate school/post graduate72%
Parent education - declined to state46%

General Mathematics (Grades 6 & 7 Standards)

All Students7%
Females9%
Males5%
African American4%
Asiann/a
Filipinon/a
Hispanic or Latino9%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)7%
Economically disadvantaged7%
Non-economically disadvantaged7%
Students with disability0%
Students with no reported disability10%
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 graduate7%
Parent education - some college (includes AA degree)3%
Parent education - college graduate15%
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

Geometry

All Students14%
Females14%
Males16%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino9%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)16%
Economically disadvantaged10%
Non-economically disadvantaged19%
Students with disabilityn/a
Students with no reported disability15%
English learnern/a
Fluent-English proficient and English only15%
Migrant educationn/a
Gifted and talented19%
Parent education - not a high school graduaten/a
Parent education - high school graduate20%
Parent education - some college (includes AA degree)13%
Parent education - college graduate10%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Integrated/Coordinated Science I

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

Physics

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

World History

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

About the tests


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

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

Source: California Department of Education

Algebra I

All Students6%
Females3%
Males7%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino8%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)4%
Economically disadvantaged7%
Non-economically disadvantaged4%
Students with disability8%
Students with no reported disability5%
English learnern/a
Fluent-English proficient and English only5%
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)0%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students9%
Females11%
Males8%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino9%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)10%
Economically disadvantaged13%
Non-economically disadvantaged7%
Students with disabilityn/a
Students with no reported disability9%
English learnern/a
Fluent-English proficient and English only9%
Migrant educationn/a
Gifted and talented6%
Parent education - not a high school graduaten/a
Parent education - high school graduate0%
Parent education - some college (includes AA degree)8%
Parent education - college graduate9%
Parent education - graduate school/post graduate15%
Parent education - declined to staten/a

Biology/Life Sciences

All Students20%
Females23%
Males17%
African American6%
Asiann/a
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)30%
Economically disadvantaged13%
Non-economically disadvantaged36%
Students with disabilityn/a
Students with no reported disability20%
English learner9%
Fluent-English proficient and English only21%
Migrant educationn/a
Gifted and talented50%
Parent education - not a high school graduate7%
Parent education - high school graduate14%
Parent education - some college (includes AA degree)23%
Parent education - college graduate31%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students36%
Females36%
Males35%
African Americann/a
Asian64%
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)33%
Economically disadvantaged43%
Non-economically disadvantaged32%
Students with disabilityn/a
Students with no reported disability36%
English learnern/a
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talented46%
Parent education - not a high school graduaten/a
Parent education - high school graduate8%
Parent education - some college (includes AA degree)44%
Parent education - college graduate42%
Parent education - graduate school/post graduate32%
Parent education - declined to staten/a

Earth Science

All Students36%
Females19%
Males60%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)53%
Economically disadvantaged27%
Non-economically disadvantaged51%
Students with disabilityn/a
Students with no reported disability35%
English learnern/a
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talented69%
Parent education - not a high school graduate6%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)41%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students47%
Females49%
Males44%
African American24%
Asian76%
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged33%
Non-economically disadvantaged66%
Students with disability33%
Students with no reported disability47%
English learner0%
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduate18%
Parent education - high school graduate22%
Parent education - some college (includes AA degree)51%
Parent education - college graduate69%
Parent education - graduate school/post graduate79%
Parent education - declined to state60%

Geometry

All Students5%
Females3%
Males7%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)4%
Economically disadvantaged3%
Non-economically disadvantaged7%
Students with disabilityn/a
Students with no reported disability4%
English learner15%
Fluent-English proficient and English only3%
Migrant educationn/a
Gifted and talented0%
Parent education - not a high school graduate5%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)5%
Parent education - college graduate0%
Parent education - graduate school/post graduate25%
Parent education - declined to state0%

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

All Students46%
Females50%
Males38%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)44%
Economically disadvantaged36%
Non-economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability45%
English learnern/a
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talented47%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)38%
Parent education - college graduate60%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students47%
Females42%
Males53%
African American23%
Asian88%
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged34%
Non-economically disadvantaged64%
Students with disability19%
Students with no reported disability49%
English learner13%
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduate22%
Parent education - high school graduate28%
Parent education - some college (includes AA degree)50%
Parent education - college graduate68%
Parent education - graduate school/post graduate82%
Parent education - declined to state38%

World History

All Students49%
Females45%
Males53%
African American33%
Asian82%
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)57%
Economically disadvantaged39%
Non-economically disadvantaged63%
Students with disability6%
Students with no reported disability54%
English learner17%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduate22%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)50%
Parent education - college graduate62%
Parent education - graduate school/post graduate83%
Parent education - declined to state48%
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 Students7%
Femalesn/a
Males9%
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)0%
Economically disadvantaged0%
Non-economically disadvantaged17%
Students with disabilityn/a
Students with no reported disability9%
English learnern/a
Fluent-English proficient and English only7%
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

Algebra II

All Students2%
Females0%
Males5%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)3%
Economically disadvantaged2%
Non-economically disadvantaged3%
Students with disabilityn/a
Students with no reported disability2%
English learnern/a
Fluent-English proficient and English only2%
Migrant educationn/a
Gifted and talented0%
Parent education - not a high school graduaten/a
Parent education - high school graduate5%
Parent education - some college (includes AA degree)0%
Parent education - college graduate0%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students50%
Females46%
Males57%
African American36%
Asiann/a
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)55%
Economically disadvantaged51%
Non-economically disadvantaged49%
Students with disabilityn/a
Students with no reported disability51%
English learnern/a
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talented65%
Parent education - not a high school graduaten/a
Parent education - high school graduate60%
Parent education - some college (includes AA degree)54%
Parent education - college graduate36%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students30%
Females15%
Males42%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)34%
Economically disadvantaged18%
Non-economically disadvantaged45%
Students with disabilityn/a
Students with no reported disability29%
English learnern/a
Fluent-English proficient and English only30%
Migrant educationn/a
Gifted and talented54%
Parent education - not a high school graduaten/a
Parent education - high school graduate31%
Parent education - some college (includes AA degree)18%
Parent education - college graduate38%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Students35%
Females25%
Males48%
African Americann/a
Asiann/a
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)31%
Economically disadvantaged29%
Non-economically disadvantaged45%
Students with disabilityn/a
Students with no reported disability37%
English learnern/a
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate28%
Parent education - some college (includes AA degree)40%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students44%
Females44%
Males43%
African American36%
Asian58%
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)51%
Economically disadvantaged38%
Non-economically disadvantaged51%
Students with disability7%
Students with no reported disability45%
English learner0%
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talented85%
Parent education - not a high school graduate32%
Parent education - high school graduate36%
Parent education - some college (includes AA degree)43%
Parent education - college graduate54%
Parent education - graduate school/post graduate68%
Parent education - declined to state31%

Geometry

All Students4%
Females2%
Males7%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)4%
Economically disadvantaged4%
Non-economically disadvantaged4%
Students with disabilityn/a
Students with no reported disability4%
English learnern/a
Fluent-English proficient and English only3%
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)0%
Parent education - college graduate0%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students31%
Females25%
Males39%
African American9%
Asiann/a
Filipinon/a
Hispanic or Latino16%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)35%
Economically disadvantaged31%
Non-economically disadvantaged31%
Students with disabilityn/a
Students with no reported disability31%
English learnern/a
Fluent-English proficient and English only31%
Migrant educationn/a
Gifted and talented39%
Parent education - not a high school graduaten/a
Parent education - high school graduate27%
Parent education - some college (includes AA degree)23%
Parent education - college graduate34%
Parent education - graduate school/post graduate58%
Parent education - declined to staten/a

Physics

All Students51%
Females45%
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)59%
Economically disadvantaged38%
Non-economically disadvantaged63%
Students with disabilityn/a
Students with no reported disability50%
English learnern/a
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talented68%
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 staten/a

U.S. History

All Students55%
Females51%
Males60%
African American42%
Asian83%
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)61%
Economically disadvantaged48%
Non-economically disadvantaged67%
Students with disability4%
Students with no reported disability63%
English learner23%
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduate47%
Parent education - high school graduate53%
Parent education - some college (includes AA degree)52%
Parent education - college graduate72%
Parent education - graduate school/post graduate66%
Parent education - declined to state41%

World History

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

About the tests


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

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

Source: California Department of Education

English Language Arts

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

397 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
82%

2011

 
 
78%

2010

 
 
83%
Math

The state average for Math was 84% in 2013.

401 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
82%

2011

 
 
81%

2010

 
 
81%
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 Students83%
Females85%
Males80%
Gender Unknownn/a
African American58%
Asian100%
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)93%
Declined to staten/a
Economically disadvantaged75%
Non-economically disadvantaged94%
Economic Status Unknownn/a
Students with disability30%
Tested with modificationsn/a
English learner60%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students83%
Females84%
Males82%
Gender Unknownn/a
African American69%
Asian94%
Filipinon/a
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)87%
Declined to staten/a
Economically disadvantaged76%
Non-economically disadvantaged94%
Economic Status Unknownn/a
Students with disability46%
Tested with modificationsn/a
English learner59%
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 State average
White 44% 26%
Hispanic 37% 52%
Black 13% 6%
Asian or Asian/Pacific Islander 3% 11%
Two or more races 2% 3%
Hawaiian Native/Pacific Islander 1% 1%
American Indian/Alaska Native 0% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 54%N/A55%
Source: NCES, 2011-2012

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: CRDC, 2011-2012

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School basics

School Leader's name
  • Michael Kincaid
Special schedule
  • Year-round
Fax number
  • (760) 961-8755

Resources

Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
School leaders can update this information here.

Apply

To learn more about enrolling, please call the school.
 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
Notice an inaccuracy? Let us know!

22900 Esaws Road
Apple Valley, CA 92307
Phone: (760) 961-2290

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