GreatSchools Rating
In the know: Get our expert advice on schools
Share with friends! Post your opinion of Arcadia High School on Facebook.
Teacher quality
Principal leadership
Parent involvement
I love AHS, I really do. Sure you do have to push yourself to try your hardest, but isn't that a positive trait? I am a lot better off than some of my friends who went to MHS or TCHS who are now struggling in college because they were never taught to push themselves to take APs or higher level courses. Honestly, college is a breeze for me because all the classes I've taken have for the last 12 years has prepared me for what I'm experiencing right now. I'm glad I pushed myself because all the work that I've done in volunteering, clubs, and academics earned me nearly $20,000 in merit based and academic scholarships from multiple schools. Schools fought to have me join their ranks because they see my school and know what I am capable of the work I can do. Everyone has heard of AHS because of our strong academic and performing arts teams, and they know our dedication and our abilities to go above and beyond what we're expected to do. Talking to the Dean of Admissions at Harvey Mudd made that apparent when he told me that the AHS kids are some of the hardest working students he has at the school, and they never want to pass them up.
—Submitted by a student
An okay school! I like all the people and most of the teachers at the High School! But some don't teach at all. The High School could improve a little bit about firing the teachers that don't teach. Well at least most of the teachers still teach though.
—Submitted by a student
I worked there for many years. There is much chaos and little accountability for both the administrators and the support staff. I felt that they were doing an injustice to the students and parents.
—Submitted by a teacher
Teachers do not encourage students to work, while most of them resort to private tutors to understand the lesson. That's why their test scores are so high. The high test score is absolutely not a results of the so called guidance counseling staff, AP nor the teachers. Students have to seek knowledge about colleges and AP information by themselves. The school fascilities are horrible. Football players for instance has no water to bath after practice in the morning. Can you imagine the kids have nowhere to eat at lunch? They eat with chipmunks on the dirty lawn.
—Submitted by a parent
While current programs are aimed to help students, high competition between particular students leave struggling students behind. Teachers are able to work with students, but counselors are inexperienced and do not take complaints seriously.
—Submitted by a parent
I sense frustration in some of these postings most of which can be resolved with proper communication with the school and its leaders. The best way to do this is to get involved, understand the system and have an intelligent dialogue with the school and parents.
—Submitted by a parent
I am a recent graduate of Arcadia High School and can provide an accurate critique. I played four years for the football team and took a wide range of classes in which the majority of students were motivated to learn. Most of the negative comments draw attention to FACULTY shortcomings and not, in comparison, student faults. That is because in terms of academics Arcadia High School consistently scores in the top tier for Southern California! Although some of the staff do not excel at their, undoubtedly, monotonous and overlooked positions, parents should generally be assured that there is virtually no bullying and that the surrounding affluent community is relatively safe and nurturing to students' intellectual pursuits. These qualities are considered luxuries for inner city students. Furthermore, any problems occurring with faculty can be quickly resolved by a responsible parent with concise correspondence, so unfair administration should not be an issue. Overall this school has competitive athletics and top quality academics. Overall it is "Above Average" in comparison to other public schools; private and preparatory schools must be weighted monetarily.
This school was a lot better decades ago when I went there. There are many contraversial topics parents are talking about this school. The leader there does not take parents seriously. Teachers are usually quite supportive of the students and parents. Other than that, parents have so much complaints but they just don't want to bother to bring it to the superintendent. nothing will change and parents have given up. over-rated over-hyped for nothing so good about the school. Thanks to the supportive parents and the extremely hardworking kids in Arcadia. The counselors department don't do their job right. can they show some respects to parents and kids once and for all?
—Submitted by a parent
The school doesn't have any sort of good communication among staff and the administrators. With better unity and trust among them, the school could do better. Luckly my kids has transferred to a nice private school where there are good counselors with real knowledge about colleges and AP as well as adequate counseling skills. Most importantly they respect the students and the parents. I love to see some respect from the deans and the counselors. May be that's the culture of AHS and that will never change.
—Submitted by a parent
My daughter graduated from this school and we had the most greatest experiences with the teachers, great facilities, library, field tracks, great food.... But not so good counselors and deans. Their work ethics and attitudes towards the parents and students raise many eye browses. Some of them took like 2 weeks off during mid year reports periods which is some time after christmas which led to some students rejected by their desired colleges. May be they are a bit lazy, irresponsible and over paid. I don't know. Great teachers and facilities but not so good counselors.
—Submitted by a parent
Great school overall. Most of the teachers are excellent, smart, and generally understanding. (I say this being an alumni myself so I am a little bias when it comes to disciplinary action.) Safe from gang violence As for the diversity, it is very asian as far as demographics go but rarely is this an issue as Arcadia's many clubs, sports, and programs bring many people together and create friendships regardless of race. Great band and drumline, as for sports; Good baseball, swimming, track, cross country, golf, volleyball, and tennis. Not as good football, basketball, and water polo. Best sport, cross country or track due to the fact that the Nike Invitational is held here. Academics speak for themselves, Gov. Team is nationally ranked (#1) and many other academic teams are very competitive. School pushes students to take APs and get into UCs, very much an academic prone school.
—Submitted by a student
AHS is definately above average in comparison to the LA Unified School district. My eldest son just graduated last year and I have the staff and his councelor to thank for. Unlike most of the negative comments that I read. Maybe we were lucky running into extremly patience teachers, staff and councelor. We do run into classes and teachers that we don't like but it's a fact of life and a lesson that we can't always get what we want,so help your child learn how to deal with it. I'm asian and a small business owner in Arcadia...I do find that mojority of us asian are extremely rude. We don't follow rules and guidelines just to get what we want and can sometime agitate the office staff. The only complain I have is the school is overly crowded.
—Submitted by a parent
Pros : Great class choices + Wide variety Lunch is great Student's are very helpful Cons : Counselors and teachers need WAY more training Schedule is horrible causing teachers not to teach at all Mandatory swimming test Does not had a diverse race 60+% asian
—Submitted by a student
This school is just great! Arcadia has just the best, and most excellent schools! I hope my future generations move to Arcadia where it is highly desirable for the great schools! Especially Arcadia High!
—Submitted by a parent
The school is located in the upper middle class neighborhood and comprised of extremely hardworking kids and supportive parents. Teachers and some staff are great! The school district is still extremely conservative and arrogant. They better stop taking all the credits for the students and parents achievement. It's unfair!
—Submitted by a parent
The school is very big with hard working teachers, the most amazinngly diligent students with great supports from their parents. They came from upper-middle class background and the parents have many resources for the children. On the other hand, the counselors and the administrators are not doing a very good job. They usually take all the credit for what the already great students and supportive parents have done. It' s not fair because they are usually mean and not very knowledgable. We parents are seeking for recources and advise from somewhere else. THese staff need to work harder to help the parents and the students. The more counselors does not show more effectiveness in the office. Actually more complaints which is sad.
—Submitted by a parent
The "guidance counselors" needs more trainning in doing their jobs. They are not working very hard. It's really sad. The office staff in thier office need change their behaviors and attitudes toward new immigrant parents and children. They always show disrespect to them. The students are being treated in the unfair manner. The administrators need to do something about that. However they would never ever care. But the teachers are most very helpful and nice.
—Submitted by a parent
Arcadia high school is ridiculously big in size it should be split to 2 schools. There is no control over students behavior or problems on campus. It's soooo competitive in every area. 90 percent Asians makes others feel odd. I don't recommend this school.
—Submitted by a parent
I really agree with you nothing more than value brand name. I have my daughter attend this school only because one of my Asian friends can help out. I am a single, working mom but my friend is not. The school counselors are not so helpful. The teachers are good. The administration staff is not so friendly; they want you to think that they are so busy to talk to you. The parents (most of them) are educated and hard worker but no self-discipline. I feel like we are not in US but in Asia country.
—Submitted by a parent
It's not the worst school per se. It's extremely over-rated. The counselors are pretty bad. They work so slowly. Very inefficient. The bitter secretary is so rude most of the time. Most of the teachers are nice and responsible.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 25% in 2012.
123 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
183 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
382 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
842 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
88 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
472 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
840 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
72 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
475 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
400 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
319 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
890 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
127 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
173 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
881 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
33 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 10% in 2012.
29 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
108 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
199 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
333 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
830 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
53 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
581 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
119 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
844 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 66% |
| Females | 61% |
| Males | 70% |
| African American | n/a |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 66% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | n/a |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 77% |
| Parent education - some college (includes AA degree) | 42% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 76% |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 83% |
| Males | 93% |
| African American | n/a |
| Asian | 90% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 86% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | 83% |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 93% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
| All Students | 94% |
| Females | 93% |
| Males | 94% |
| African American | n/a |
| Asian | 95% |
| Filipino | 82% |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 98% |
| Economically disadvantaged | 89% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 82% |
| Parent education - high school graduate | 83% |
| Parent education - some college (includes AA degree) | 88% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 88% |
| Females | 88% |
| Males | 87% |
| African American | 71% |
| Asian | 92% |
| Filipino | 87% |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 90% |
| Students with disability | 57% |
| Students with no reported disability | 89% |
| English learner | 27% |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 76% |
| Parent education - high school graduate | 75% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | 100% |
| All Students | 28% |
| Females | 30% |
| Males | 27% |
| African American | n/a |
| Asian | 36% |
| Filipino | n/a |
| Hispanic or Latino | 17% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | 33% |
| Students with disability | 21% |
| Students with no reported disability | 34% |
| English learner | n/a |
| Fluent-English proficient and English only | 28% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 23% |
| Parent education - college graduate | 30% |
| Parent education - graduate school/post graduate | 36% |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 79% |
| Males | 80% |
| African American | n/a |
| Asian | 83% |
| Filipino | 67% |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | 53% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 59% |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | 91% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 70% |
| Males | 83% |
| African American | 45% |
| Asian | 87% |
| Filipino | 70% |
| Hispanic or Latino | 46% |
| Pacific Islander | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 80% |
| Students with disability | 26% |
| Students with no reported disability | 80% |
| English learner | 50% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 51% |
| Parent education - high school graduate | 60% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | 87% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 33% |
| Females | 41% |
| Males | 26% |
| African American | n/a |
| Asian | 54% |
| Filipino | n/a |
| Hispanic or Latino | 14% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 32% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 31% |
| Students with disability | 17% |
| Students with no reported disability | 39% |
| English learner | 47% |
| Fluent-English proficient and English only | 30% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 17% |
| Parent education - college graduate | 39% |
| Parent education - graduate school/post graduate | 45% |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 67% |
| Males | 66% |
| African American | n/a |
| Asian | 74% |
| Filipino | 25% |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 51% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | 50% |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 87% |
| Parent education - not a high school graduate | 53% |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | 62% |
| All Students | 87% |
| Females | 90% |
| Males | 84% |
| African American | n/a |
| Asian | 93% |
| Filipino | 67% |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | 47% |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 62% |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 88% |
| All Students | 74% |
| Females | 70% |
| Males | 80% |
| African American | n/a |
| Asian | 79% |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 66% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | 36% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 47% |
| Parent education - high school graduate | 68% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | 68% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 81% |
| Males | 78% |
| African American | 50% |
| Asian | 85% |
| Filipino | 74% |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 83% |
| Students with disability | 30% |
| Students with no reported disability | 82% |
| English learner | 13% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 54% |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | 71% |
| All Students | 35% |
| Females | 35% |
| Males | 36% |
| African American | n/a |
| Asian | 58% |
| Filipino | n/a |
| Hispanic or Latino | 14% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 22% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 38% |
| Students with disability | n/a |
| Students with no reported disability | 36% |
| English learner | 65% |
| Fluent-English proficient and English only | 31% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | 25% |
| Parent education - college graduate | 43% |
| Parent education - graduate school/post graduate | 38% |
| Parent education - declined to state | n/a |
| All Students | 92% |
| Females | 89% |
| Males | 95% |
| African American | n/a |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 93% |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 80% |
| Males | 82% |
| African American | 69% |
| Asian | 86% |
| Filipino | 80% |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 84% |
| Students with disability | 36% |
| Students with no reported disability | 82% |
| English learner | 16% |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 67% |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | 64% |
| All Students | 50% |
| Females | 43% |
| Males | 64% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 56% |
| Students with disability | n/a |
| Students with no reported disability | 50% |
| English learner | n/a |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 21% |
| Females | n/a |
| Males | 14% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | 18% |
| Students with disability | n/a |
| Students with no reported disability | 26% |
| English learner | n/a |
| Fluent-English proficient and English only | 16% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 29% |
| Females | 24% |
| Males | 35% |
| African American | n/a |
| Asian | 35% |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 13% |
| Economically disadvantaged | 22% |
| Non-economically disadvantaged | 32% |
| Students with disability | n/a |
| Students with no reported disability | 31% |
| English learner | n/a |
| Fluent-English proficient and English only | 27% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 21% |
| Parent education - graduate school/post graduate | 24% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 87% |
| Males | 81% |
| African American | n/a |
| Asian | 84% |
| Filipino | n/a |
| Hispanic or Latino | 88% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | 24% |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 71% |
| Females | 76% |
| Males | 67% |
| African American | n/a |
| Asian | 80% |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 54% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 72% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | 82% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 69% |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 78% |
| Males | 76% |
| African American | n/a |
| Asian | 83% |
| Filipino | 57% |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 80% |
| Students with disability | 21% |
| Students with no reported disability | 79% |
| English learner | 11% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 57% |
| Parent education - high school graduate | 60% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | 59% |
| All Students | 34% |
| Females | 29% |
| Males | 38% |
| African American | n/a |
| Asian | 48% |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 30% |
| Students with disability | n/a |
| Students with no reported disability | 33% |
| English learner | 47% |
| Fluent-English proficient and English only | 26% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | 21% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 70% |
| Males | 78% |
| African American | n/a |
| Asian | 80% |
| Filipino | 46% |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | 69% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 53% |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | 73% |
| All Students | 85% |
| Females | 77% |
| Males | 89% |
| African American | n/a |
| Asian | 85% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 91% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 71% |
| Males | 78% |
| African American | 45% |
| Asian | 81% |
| Filipino | 62% |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 79% |
| Students with disability | 23% |
| Students with no reported disability | 78% |
| English learner | 25% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 64% |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 58% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
930 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
925 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 94% |
| Females | 95% |
| Males | 92% |
| African American | 79% |
| Asian | 95% |
| Filipino | 100% |
| Hispanic or Latino | 88% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Declined to state | n/a |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 96% |
| Economic Status Unknown | 97% |
| Students with disability | 68% |
| Tested with modifications | n/a |
| English learner | 59% |
| Language Fluency Unknown | 83% |
| Migrant education | n/a |
| All Students | 96% |
| Females | 95% |
| Males | 97% |
| African American | 79% |
| Asian | 99% |
| Filipino | 97% |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Declined to state | n/a |
| Economically disadvantaged | 92% |
| Non-economically disadvantaged | 97% |
| Economic Status Unknown | 97% |
| Students with disability | 71% |
| Tested with modifications | n/a |
| English learner | 94% |
| Language Fluency Unknown | 100% |
| Migrant education | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Asian | 66% | 8% | ||
| White | 19% | 28% | ||
| Hispanic or Latino | 10% | 49% | ||
| African American | 2% | 7% | ||
| Filipino | 2% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Multiple or No Response | 0% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 8% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 11% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Mandarin (Putonghua) | 67% | 1% | ||
| Cantonese | 16% | 2% | ||
| Spanish | 5% | 85% | ||
| Korean | 3% | 1% | ||
| Arabic | 2% | 1% | ||
| All other non-English languages | 1% | 1% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Indonesian | 1% | 0% | ||
| Japanese | 1% | 0% | ||
| Thai | 1% | 0% | ||
| Burmese | 0% | 0% | ||
| German | 0% | 0% | ||
| Khmer (Cambodian) | 0% | 0% | ||
| Russian | 0% | 0% | ||
| Taiwanese | 0% | 0% | ||
| Vietnamese | 0% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 28 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 14 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 94% | N/A | 96% |
| Emergency credential or waiver | 4% | N/A | 2% |
Tips for understanding school culture
Apply
Tell parents
more about
your school
Visit
180 Campus Drive
Arcadia,
CA 91007
Website: Click here
Phone: (626) 821-1711
To start a new list, click OK. Otherwise click Cancel.
Arcadia College Preparatory School
Arcadia, CA
Rancho Learning Center (Alternative)
Arcadia, CA
Monrovia High School
Monrovia, CA
Quest Academy Community Day
Monrovia, CA
Calvary Road Baptist Academy
Monrovia, CA
Temple City High School
Temple City, CA
About GreatSchools
Our mission is to inspire and support families to champion their children's education - at school, at home and in their community. We are a national non-profit with offices in San Francisco, Milwaukee, Washington D.C. and Indianapolis.
Find the great schools in California
GreatSchools, Inc. 160 Spear Street, Suite 1020, San Francisco, CA 94105
©1998-2013 GreatSchools Inc. All Rights Reserved. GreatSchools is a 501(c)(3) not-for-profit organization
Thank you! You will begin to receive newsletters from us shortly.
Great work! Only one more step. Now we just need you to verify your email address. Please click on the link in the email we just sent you to complete your registration.
Great work! Only one more step. Now we just need you to verify your email address. Please click on the link in the email we just sent you to submit your review.
Please click on the link in the verification email we just sent you to complete your change of email address.
Whoops! It looks like we still need to verify your email. To do so, please click on the link in the email we sent you. Can't find the e-mail? Click the button below and we'll send you a new one.
Thanks for registering. Welcome to GreatSchools, the largest online community committed to improving educational outcomes through parental involvement.
Thanks for verifying your updated email address.
Oops! You haven't verified your email address yet. To do so, please click on the link in the email we sent you. Can't find the email? Click the button below to receive a new one.
Oops! That email verification link has expired. Please click the button below to receive a new one.
Join GreatSchools to participate in the parent community and other discussions on our site.
Your review has been posted to GreatSchools.
Share with friends! Post your opinion of Arcadia High School on Facebook.
Welcome to GreatSchools!
For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
Please note that it can take up to 48 hours for your comment to be posted to our site. While you're here, we'd like to invite you to fill out a survey on your school's programs, activities, and extracurriculars. It only takes a few minutes and will help parents get a full picture of your school.
Continue to compare the schools you have already selected or Edit schools to change your selection.
Get started now! You have successfully registered and can now start updating your Official School Profile. The information you provide is extremely valuable in helping parents and students learn more about your school, so thanks for taking the time!
Thank you for registering as a school leader. We just need to verify your email address. We've sent you an email - please click on the link in that message to get started editing your school's information!

