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Arcadia High School

Public | 9-12

 

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Living in Arcadia

Situated in an urban neighborhood. The median home value is $764,500. The average monthly rent for a 2 bedroom apartment is $1,660.

Source: Sperling's Best Places
 
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 3 ratings
2013:
Based on 3 ratings
2012:
Based on 7 ratings
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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77 reviews of this school


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Posted today

Great teachers, hardworking students, modern campus in a nice community. If the student is willing work hard, he or she will be rewarded with a great education.
—Submitted by a parent


Posted May 23, 2014

I'm a student of the Class of 2014 so I'm literally going to graduate very soon from this school. I was never competitive -- I'm a procrastinator in fact and I haven't joined many clubs or extracurricular activities compared to the others of my year, but I really think it's a great school. Sure some teachers don't teach (or know how to), but the many teachers that do know how to teach and teach extraordinarily amazingly make it up. Plus, the many activities a person can do here brings everyone together -- I literally made friends with people upon first meeting here. The student body's not only overall friendly and united, but more diverse than what one would expect from a somewhat Asian-dominated place. We're rivals, but that doesn't stop us all from reaching out and being friends. There's no bullying here. There's a lot of resources here, too, and though I never been to the counselors before, they do have a lot of pamphlets and career information in the Career Center. Don't forget that the Arcadia Public Library which has an enormous source of information is just across the street, available to anyone who needs it. The giant Arcadia Park and Golf Course is too. Great environment.
—Submitted by a student


Posted February 24, 2014

AHS offers many quality clubs, classes and sports opportunities for students. As others have said AHS offers both excellent teachers and some exceptionally poor ones. The counselors have improved. However, as others have also mentioned, the administration, starting with Principal Forsee, is a major weak point. They are arrogant, unfriendly, and you have to wonder how many of them are out for either students, teachers, or parents. Sometimes, it feels like an us against them environment. After interacting with them recently, I've given serious thought to taking my kids out and putting them into a private school.
—Submitted by a parent


Posted November 20, 2013

It is a process first of all to even get an evaluation for learning disabilities. I had to use my own insurance to get a psychologist to evaluate my son and that took several appointments. I had just gotten a new job so I was glad that my benefits had already kicked in. But after that, once I received the evaluation from my private physcian and took it to the school, the ball started rolling. The Arcadia School District no longer has a GATE program due to budget cuts, but the school psychologist did her own testing and it was determined that my son did not qualify for an IEP based upon the criteria, but received a 504 plan instead. The teachers were very accomodating with my son's plan, however I don't think the 504 was enough. My son was recently diagnosed with ADHD in addition to the EFD he was initially diagnosed with. It has been a struggle and he is drowning in some areas of school, even though he has great test scores and is even in an AP class. I almost feel helpless, but I stay in the counselors office and in constant contact with his teachers. They are very good with meeting with parents and emailing when asked. I do appreciate their communication.
—Submitted by a parent


Posted October 26, 2013

Graduated from this school last year, going to a good college out of state- but that was out of my own personal efforts. The school itself has it's share of great and horrible teachers, some really push students to do their best, some don't care at all. Hi level competition can be a good thing, pushes some students to excel in academics, sports, and clubs, but also causes other students to become depressed or give up on trying. The administration is horrible, administrators claim credit for the achievements of students and remove staff who don't fit their narrow-minded perspective of high school(look up coach Jim Obrien)


Posted August 25, 2013

Great teachers, great learning environment, but extremely competitive due to the overwhelming number of students.


Posted August 3, 2013

The school has many stuck-up students and teachers that don't care about their students' progress.
—Submitted by a parent


Posted October 1, 2012

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


Posted April 7, 2012

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


Posted January 27, 2012

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


Posted January 27, 2012

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


Posted January 26, 2012

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


Posted January 23, 2012

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


Posted January 20, 2012

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.


Posted January 18, 2011

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


Posted October 18, 2010

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


Posted October 11, 2010

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


Posted October 1, 2010

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


Posted September 5, 2010

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


Posted August 30, 2010

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


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

893

Change from
2012 to 2013

-4

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

6 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met 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

893

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

-4

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)

10 / 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)

6 / 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.

116 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
66%

2011

 
 
75%

2010

 
 
61%
Algebra II

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

168 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
89%

2011

 
 
93%

2010

 
 
93%
Biology/Life Sciences

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

365 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
94%

2011

 
 
92%

2010

 
 
92%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

797 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
88%

2011

 
 
84%

2010

 
 
83%
General Mathematics (Grades 6 & 7 Standards)

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

109 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
28%

2011

 
 
32%

2010

 
 
42%
Geometry

The state average for Geometry was 45% in 2013.

419 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
80%

2011

 
 
79%

2010

 
 
84%
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.

767 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
77%

2011

 
 
75%

2010

 
 
77%
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.

66 students were tested at this school in 2013.

2013

 
 
24%

2012

 
 
33%

2011

 
 
49%

2010

 
 
29%
Algebra II

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

448 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
66%

2011

 
 
69%

2010

 
 
70%
Biology/Life Sciences

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

392 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
87%

2011

 
 
89%

2010

 
 
88%
Chemistry

The state average for Chemistry was 46% in 2013.

325 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
74%

2011

 
 
70%

2010

 
 
73%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

868 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
79%

2011

 
 
77%

2010

 
 
75%
Geometry

The state average for Geometry was 15% in 2013.

111 students were tested at this school in 2013.

2013

 
 
31%

2012

 
 
35%

2011

 
 
23%

2010

 
 
37%
High School (Summative) Mathematics (Grade 9-11)

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

190 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
92%

2011

 
 
93%

2010

 
 
94%
Science

The state average for Science was 54% in 2013.

860 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
81%

2011

 
 
75%

2010

 
 
78%
World History

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

32 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
50%

2011

 
 
45%

2010

 
 
63%
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.

17 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
21%

2011

 
 
6%

2010

 
 
18%
Algebra II

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

130 students were tested at this school in 2013.

2013

 
 
28%

2012

 
 
29%

2011

 
 
30%

2010

 
 
26%
Biology/Life Sciences

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

198 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
84%

2011

 
 
87%

2010

 
 
72%
Chemistry

The state average for Chemistry was 32% in 2013.

344 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
71%

2011

 
 
63%

2010

 
 
68%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

887 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
77%

2011

 
 
73%

2010

 
 
73%
Geometry

The state average for Geometry was 8% in 2013.

72 students were tested at this school in 2013.

2013

 
 
22%

2012

 
 
34%

2011

 
 
29%

2010

 
 
17%
High School (Summative) Mathematics (Grade 9-11)

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

606 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
74%

2011

 
 
74%

2010

 
 
77%
Physics

The state average for Physics was 58% in 2013.

89 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
85%

2011

 
 
96%

2010

 
 
86%
U.S. History

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

901 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
75%

2011

 
 
76%

2010

 
 
75%
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

All Students70%
Females65%
Males78%
African Americann/a
Asian69%
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged73%
Non-economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability70%
English learner58%
Fluent-English proficient and English only73%
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)62%
Parent education - college graduate68%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

Algebra II

All Students96%
Females96%
Males95%
African Americann/a
Asian96%
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 disadvantaged88%
Non-economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability96%
English learner84%
Fluent-English proficient and English only97%
Migrant educationn/a
Gifted and talented100%
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 graduate93%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a

Biology/Life Sciences

All Students91%
Females88%
Males93%
African Americann/a
Asian93%
Filipino83%
Hispanic or Latino84%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged89%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability91%
English learner58%
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate82%
Parent education - high school graduate89%
Parent education - some college (includes AA degree)85%
Parent education - college graduate91%
Parent education - graduate school/post graduate94%
Parent education - declined to state82%

Earth Science

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

English Language Arts

All Students86%
Females89%
Males83%
African American100%
Asian89%
Filipino96%
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged70%
Non-economically disadvantaged90%
Students with disability54%
Students with no reported disability87%
English learner32%
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate61%
Parent education - high school graduate75%
Parent education - some college (includes AA degree)78%
Parent education - college graduate87%
Parent education - graduate school/post graduate92%
Parent education - declined to state88%

General Mathematics (Grades 6 & 7 Standards)

All Students34%
Females26%
Males38%
African Americann/a
Asian43%
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)41%
Economically disadvantaged23%
Non-economically disadvantaged40%
Students with disability11%
Students with no reported disability46%
English learner41%
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate8%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)41%
Parent education - college graduate39%
Parent education - graduate school/post graduate21%
Parent education - declined to staten/a

Geometry

All Students74%
Females74%
Males73%
African Americann/a
Asian81%
Filipino83%
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged64%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability73%
English learner65%
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate64%
Parent education - some college (includes AA degree)55%
Parent education - college graduate74%
Parent education - graduate school/post graduate81%
Parent education - declined to state57%

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 Students75%
Females72%
Males78%
African American50%
Asian82%
Filipino77%
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged61%
Non-economically disadvantaged78%
Students with disability31%
Students with no reported disability78%
English learner47%
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate42%
Parent education - high school graduate57%
Parent education - some college (includes AA degree)65%
Parent education - college graduate77%
Parent education - graduate school/post graduate85%
Parent education - declined to state62%
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 Students24%
Females17%
Males30%
African Americann/a
Asian47%
Filipinon/a
Hispanic or Latino7%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)29%
Economically disadvantaged17%
Non-economically disadvantaged27%
Students with disabilityn/a
Students with no reported disability26%
English learner54%
Fluent-English proficient and English only17%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate36%
Parent education - some college (includes AA degree)17%
Parent education - college graduate7%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students65%
Females65%
Males65%
African Americann/a
Asian71%
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)57%
Economically disadvantaged62%
Non-economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability65%
English learner70%
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate59%
Parent education - high school graduate61%
Parent education - some college (includes AA degree)50%
Parent education - college graduate62%
Parent education - graduate school/post graduate73%
Parent education - declined to staten/a

Biology/Life Sciences

All Students85%
Females81%
Males87%
African American64%
Asian90%
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged74%
Non-economically disadvantaged86%
Students with disability57%
Students with no reported disability85%
English learner60%
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate67%
Parent education - high school graduate82%
Parent education - some college (includes AA degree)64%
Parent education - college graduate84%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Chemistry

All Students64%
Females63%
Males65%
African Americann/a
Asian66%
Filipino38%
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged54%
Non-economically disadvantaged66%
Students with disabilityn/a
Students with no reported disability64%
English learner55%
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduate42%
Parent education - high school graduate56%
Parent education - some college (includes AA degree)50%
Parent education - college graduate60%
Parent education - graduate school/post graduate77%
Parent education - declined to staten/a

Earth Science

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

English Language Arts

All Students80%
Females81%
Males79%
African American55%
Asian84%
Filipino84%
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged66%
Non-economically disadvantaged83%
Students with disability32%
Students with no reported disability82%
English learner17%
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate57%
Parent education - high school graduate65%
Parent education - some college (includes AA degree)60%
Parent education - college graduate81%
Parent education - graduate school/post graduate94%
Parent education - declined to state79%

Geometry

All Students31%
Females28%
Males34%
African Americann/a
Asian38%
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)25%
Economically disadvantaged29%
Non-economically disadvantaged31%
Students with disabilityn/a
Students with no reported disability32%
English learnern/a
Fluent-English proficient and English only29%
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)39%
Parent education - college graduate29%
Parent education - graduate school/post graduate32%
Parent education - declined to staten/a

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

All Students92%
Females87%
Males97%
African Americann/a
Asian93%
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)86%
Economically disadvantaged87%
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability93%
English learner100%
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talented100%
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 graduate93%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Science

All Students80%
Females78%
Males83%
African American53%
Asian86%
Filipino80%
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged65%
Non-economically disadvantaged84%
Students with disability48%
Students with no reported disability82%
English learner28%
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate58%
Parent education - high school graduate64%
Parent education - some college (includes AA degree)71%
Parent education - college graduate80%
Parent education - graduate school/post graduate93%
Parent education - declined to state74%

World History

All Students33%
Females29%
Males38%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino15%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged25%
Non-economically disadvantaged39%
Students with disabilityn/a
Students with no reported disability36%
English learnern/a
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school 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 Students29%
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 disadvantaged20%
Students with disabilityn/a
Students with no reported disability8%
English learnern/a
Fluent-English proficient and English only31%
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 Students28%
Females32%
Males24%
African Americann/a
Asian43%
Filipinon/a
Hispanic or Latino13%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)20%
Economically disadvantaged24%
Non-economically disadvantaged30%
Students with disabilityn/a
Students with no reported disability29%
English learner64%
Fluent-English proficient and English only20%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate33%
Parent education - some college (includes AA degree)7%
Parent education - college graduate30%
Parent education - graduate school/post graduate31%
Parent education - declined to staten/a

Biology/Life Sciences

All Students82%
Females76%
Males90%
African Americann/a
Asian82%
Filipinon/a
Hispanic or Latino91%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged63%
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability82%
English learner18%
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate58%
Parent education - high school graduate77%
Parent education - some college (includes AA degree)88%
Parent education - college graduate83%
Parent education - graduate school/post graduate90%
Parent education - declined to state64%

Chemistry

All Students71%
Females73%
Males69%
African Americann/a
Asian83%
Filipino50%
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)43%
Economically disadvantaged57%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability72%
English learner53%
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduate69%
Parent education - high school graduate63%
Parent education - some college (includes AA degree)52%
Parent education - college graduate67%
Parent education - graduate school/post graduate80%
Parent education - declined to state85%

Earth Science

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

English Language Arts

All Students75%
Females76%
Males74%
African American50%
Asian82%
Filipino66%
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged60%
Non-economically disadvantaged78%
Students with disability17%
Students with no reported disability78%
English learner15%
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate56%
Parent education - high school graduate48%
Parent education - some college (includes AA degree)65%
Parent education - college graduate76%
Parent education - graduate school/post graduate87%
Parent education - declined to state66%

Geometry

All Students22%
Females27%
Males17%
African Americann/a
Asian42%
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)17%
Economically disadvantaged39%
Non-economically disadvantaged17%
Students with disabilityn/a
Students with no reported disability24%
English learnern/a
Fluent-English proficient and English only17%
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)13%
Parent education - college graduate22%
Parent education - graduate school/post graduate27%
Parent education - declined to staten/a

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

All Students73%
Females74%
Males73%
African Americann/a
Asian78%
Filipino65%
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)54%
Economically disadvantaged73%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability74%
English learner67%
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate71%
Parent education - high school graduate67%
Parent education - some college (includes AA degree)76%
Parent education - college graduate69%
Parent education - graduate school/post graduate79%
Parent education - declined to state75%

Physics

All Students82%
Females77%
Males85%
African Americann/a
Asian82%
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 disadvantaged84%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented91%
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 graduate85%
Parent education - graduate school/post graduate83%
Parent education - declined to staten/a

U.S. History

All Students71%
Females68%
Males75%
African American41%
Asian78%
Filipino61%
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged55%
Non-economically disadvantaged75%
Students with disability25%
Students with no reported disability74%
English learner18%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate49%
Parent education - high school graduate54%
Parent education - some college (includes AA degree)53%
Parent education - college graduate72%
Parent education - graduate school/post graduate84%
Parent education - declined to state61%

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.

887 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
94%

2011

 
 
93%

2010

 
 
95%
Math

The state average for Math was 84% in 2013.

887 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
96%

2011

 
 
97%

2010

 
 
97%
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 Students94%
Females95%
Males94%
Gender Unknownn/a
African American90%
Asian95%
Filipino92%
Hispanic or Latino87%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)99%
Declined to staten/a
Economically disadvantaged89%
Non-economically disadvantaged96%
Economic Status Unknown85%
Students with disability71%
Tested with modificationsn/a
English learner65%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students97%
Females96%
Males98%
Gender Unknownn/a
African American95%
Asian99%
Filipino96%
Hispanic or Latino90%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)96%
Declined to staten/a
Economically disadvantaged95%
Non-economically disadvantaged98%
Economic Status Unknown92%
Students with disability69%
Tested with modificationsn/a
English learner96%
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
Asian or Asian/Pacific Islander 69% 11%
White 16% 26%
Hispanic 13% 52%
Black 2% 6%
Two or more races 1% 3%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 13%N/A55%
Source: NCES, 2011-2012

Teacher experience

  This school District averageState average
First-year teachers 1%N/AN/A
Source: CRDC, 2011-2012

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

Arts & music

Visual arts
  • Ceramics
  • Design
  • Drawing / sketching
  • Painting
  • Photography
  • Printmaking
Music
  • Band
  • Choir / Chorus
  • Instrumental music lessons
  • Orchestra
  • Theory
Performing and written arts
  • Creative writing
  • Dance
  • Drama
Media arts
  • Graphics
  • Video / Film production

Language learning

Foreign languages taught
  • Chinese (Mandarin)
  • French
  • Japanese
  • Spanish
Note: Data provided by community members,
needs to be verified by school leaders.

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

School basics

School Leader's name
  • Brent Forsee
Fax number
  • (626) 821-1712

Programs

Foreign languages taught
  • Chinese (Mandarin)
  • French
  • Japanese
  • Spanish
Note: Data provided by community members,
needs to be verified by school leaders.

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

Sports

Girls sports
  • Soccer

Arts & music

Visual arts
  • Ceramics
  • Design
  • Drawing / sketching
  • Painting
  • Photography
  • Printmaking
Music
  • Band
  • Choir / Chorus
  • Instrumental music lessons
  • Orchestra
  • Theory
Performing arts
  • Creative writing
  • Dance
  • Drama
Media arts
  • Graphics
  • Video / Film production
Note: Data provided by community members,
needs to be verified by school leaders.

School culture

Parent involvement
  • Join PTO/PTA
Note: Data provided by community members,
needs to be verified by school leaders.

Apply

 

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.

 
Apply now
Notice an inaccuracy? Let us know!

180 Campus Drive
Arcadia, CA 91007
Website: Click here
Phone: (626) 821-1711

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