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GreatSchools Rating

Menlo-Atherton High School

Public | 9-12

 

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Living in Atherton

Situated in an urban neighborhood. The median home value is $954,000. The average monthly rent for a 2 bedroom apartment is $2,010.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 5 ratings
2012:
No new ratings
2011:
Based on 4 ratings

Teacher quality

Principal leadership

Parent involvement

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21 reviews of this school


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Posted June 13, 2014

Terrific school for college bound students. Offers an extensive curriculum within a diverse campus. The size adds a level of complexity that will be invaluable to young adults entering both college campuses and the work force. Teacher are highly engaged and classrooms are reasonable sized. The leadership of the principal and his staff are future leaning, hands-on, and very involved. I have not regretted sending my 3 children to M-A and feel they are very prepared for what lies next.
—Submitted by a parent


Posted February 20, 2014

I am currently a student at MA in my sophomore year. I grew up in Oakland and Berkley so I'm used to a lot of diversity. Coming to MA was a huge shock. The huge class difference between the rich white kids from Menlo Park and Atherton, and the middle-class minority groups from EPA is really bad. I am a white girl living in Menlo Park. My family has never been rich, my dad doesn't have a job and my mom's doesn't pay her nearly enough. Because of these things, I can't fit into either group. I'm not rich or athletic (MA is very sports oriented), so I don't fit in with the other white kids, but since I'm white, I'm excluded from the minority group. Also, I have had multiple teachers in the past two years who were extremely rude and disrespectful to their students. This school does have it's strong points. Some of the teachers are really good and encouraging. They also have the Computer academy and the AVID program. They are really competitive and so they have pretty great academics and sports but if you need and special help or a less traditional teaching style, I would recommend looking into a different school.


Posted May 21, 2013

Menlo-Atherton has diverse students, and a curriculum that is designed to address the diversity, thus allowing all students to learn at their level. The bathrooms, however, need more maintenance.
—Submitted by a parent


Posted April 29, 2013

This school is unfortunately not at all like the rosy, jolly reviews from parents who don't know what really goes on at this school. The segregation at this school is AWFUL, and the M-A motto "Strength in Diversity" is known as a joke by everyone, students and teachers alike. The only equalizer between the kids from EPA and Menlo Park and Atherton is drugs. Even some of the best students, with the parents who volunteer the most, smoke often and sometimes even right in front of teachers, on the green, using those pen - smoke machines hidden in their sleeves!! Yes, there are many security guards who ride around in golf carts but it has not seemed to help. Teachers are completely out of touch, they are in their own world and often are too into "the doughnuts in the staff room!" and their problems at home to genuinely help students and maintain a positive attitude. One highlight is the choir and music teacher, who seems to actually be in touch with the problems with M-A, but is positive and brings up student morale.
—Submitted by a parent


Posted February 2, 2013

Menlo-Atherton has an amazing staff that will provide you will all the help your teenager needs to go through high school. All you have to do is ask for the help you need. The counselors will help guide your teen to the right direction on their way to college. Besides the fact that M-A has such a great academic course, they also provide a large variety of electives & clubs to choose from. M-A, I believe takes great care of their students. Although, the school may seem a little segregated between the minorities and the non-minorities, but that can be worked out with the school. What else does M-A have to offer? PRIDE. M-A has a system called PRIDE which will help your student overcome their fear of bullying because M-A tries their overall best to be an anti-bullying school. What does PRIDE mean? P-patience, R-respect, I-integrity, D-determination, E- empathy. These four words helped me get through my first year at M-A and I hope it will be the same for your teen as well. M-A! U KNOW! GOOOOO BEARS!


Posted January 7, 2013

This is a good school for students that do not need any extra help. My son has ADHD and unless you completly micro manage the support your child will not get the extra help they need. The teachers and staff seem too overwhelmed with work to give the needed assistance. We ended up having to change schools.
—Submitted by a parent


Posted January 2, 2013

I am a freshman student in this school. Must admit, this school have both amazing academic and athletic progress. The only bad thing? If you are from EPA or EMP, you'll get secretly discriminated by some of the students who came from rich district. Almost no student from East Palo Alto dare to say they are from "the bad neighborhood", even they are on the AS/AP track of this school. Why? They are afraid no one want to be their friends. Because some of the rich students from better community are so arrogant and values themself better than the ones who are from EPA and EMP. But still, I know some classmate from rich communities want to be friend with you and doesn't care about the place you came from, and the number of people who are friendly are more than the people who think they are better 'cause they're rich.


Posted September 28, 2011

All three of my kids went through M-A. They considered all the the schools, private and public, but felt they'd have a better "dose of reality" at M-A than kids they knew at the privates were getting for the years after high school and they are glad they did as am I. One went to CAL, turning down Stanford, another Davis and another Cal Poly. The academics are great. Having volunteered for a number of years, I got to know the staff, coaches and watch the improvement of the physical plant. The camups is awesome, from the Performing Arts Center to the football stadium and even the tennis courts as well as the rest of the buildings on campus. The trend with some of the parents of our Millenials has been rather than take responsibility, blame everyone but themselves or their children. It's called parenting, people! Every year M-A sends a large number of kids to the Ivy League, Stanford, the UC's, etc. Check the stats! As for the student body, it is and always has been a racially diverse environment, like the real world. It's a good thing! Best of all, it's FREE!! It's tough to justify spending $30K+ per year in high school so my kid can go to Chico. Boulder or Loyola.


Posted August 18, 2011

I am currently a student at Menlo-Atherton and despite all rumors it is an AMAZING place. M-A takes pride in their diversity and though it is scary to many parents and students to be in an environment that has kids from unprivileged areas it really gives you a taste of the real world while still being VERY safe and welcoming. Despite rumors below there is no area called the "pot alley". There are many private schools in this area that have a MUCH larger problem with drugs than M-A. The staff does a very good job of keeping all incidents quiet thus not effecting students at all. I would encourage anyone to send their child to M-A because its free and provides and equally good education, since many of my friends who just graduated went to schools as good or better than those students who went to private school. Virtually all you are trading is nice bathrooms and good lunch, but in return you get an experience that prepares you much better to be on your own in college and beyond. It's a wonderful place and community and there is something for EVERYONE!


Posted May 4, 2011

My child is a freshman at this school. It is not all rosy like other reviews claim. If you are a popular jock it is easy to have a great time at this school. If you are more quiet and shy it is hard to find friends. The studying environment is bad. Many students come in late, don't do their work and disturb the classes. The good thing is that if you do your home work, listen to and obey the teacher and try just a little bit it is easy to get all A's. There is no working hot food program at the school and the bathrooms are gross. There is a section called "the pot alley". Over half of the Freshman class is underprivileged from poor neighborhoods. I hoping there will be betterworking environment in upper grades when my child can take the AP classes.
—Submitted by a parent


Posted February 25, 2011

MA is like two schools in one, serving a very diverse community. If you were able to separate out the kids in the advanced track, as the highest rated schools in the US on the US News survey do, MA would likely rate at the absolute top. Fortunately, MA serves both ends of the academic spectrum admirably and provides students a wonderful opportunity to experience a diverse social process along with outstanding academics and sport programs. The teachers and staff are highly dedicated and do an outstanding job with everything from basic classes to an unsurpassed variety of AP classes. There is a capacious selection of extra curricular activities including nationally ranked robotics and music programs, art, drama, and many others. MA's 6th man club is the highest rated in the bay area and serves as a demonstration of strong student spirit. Many students go on to the top universities in the US. Eight students were accepted for early admission to Stanford this year out of the approximately 740 admitted on that basis. That represents over 1% of all the students admitted early to Stanford this year from the approximately 18,000 high schools with AP classes in the US. Amazing!
—Submitted by a parent


Posted May 21, 2009

Menlo-Atherton has been an incredible place for both of my students, one at UC Berkeley and the other just admitted to Stanford. The administration has created a school that supports students, teachers, and parents, the Advanced Placement offerings are unmatched by any private school, and there is something for EVERYONE at M-A!
—Submitted by a parent


Posted February 5, 2009

I love M-A, my son is a senior and every year at back to school night, the teachers give us their contact information including cell phones. They are the most dedicated and selfless group of teachers I have ever know. These teachers have instilled a true love for learning and independent thought in my son and as a result, he has already been accepted to one UC school and it's only Feb.
—Submitted by a parent


Posted January 3, 2008

M-A just keeps getting better! The administration is smart and effective and the teachers, who have always been incredibly devoted to their students, are happy and well supported. I have 2 very different children and truly appreciate all that this school offers each of them.
—Submitted by a parent


Posted July 25, 2006

I Love the work, discipline, but especially the Activities at Menlo Atherton. I have a child going to Santa Cruz University and everything is moving great. Great work!
—Submitted by a parent


Posted March 29, 2006

The Advanced Placement courses offered at M-A are top of the line and some of the best in the area. However, the lower level classes tend to be too densely populated, with less effort from the students. M-A is very diverse, as it mixes students from very poor areas (East Palo Alto), and very rich areas (Atherton, Menlo Park, etc.) The athletics programs are generally strong, and a variety of elective classes are offered and well taught.
—Submitted by a parent


Posted March 9, 2006

Menlo-Atherton is a diverse and very academically challenging school located in Atherton. It draws students from very high performing middle schools in Menlo Park, Portola Valley and Woodside. Every year the school sends many kids to the Ivy League, Stanford and UC schools and it has one of the largest selection of AP classes in the bay area. It also works hard to educate kids from East Palo Alto, East Menlo Park and Redwood City who have very different needs. 94% of seniors go off to 4 or 2 year colleges. They have a wonderful new principal and a great administration, guidance office, and very dedicated hardworking teachers.
—Submitted by a parent


Posted January 11, 2006

Unfortunately, I am going to have to disagree with the other reviewers. My daughter is a Junior at M-A and has had three bad teachers during her three years. Overall, I think M-A is average overall and needs improvement.
—Submitted by a parent


Posted October 10, 2005

incrediblely talented & dedicated teachers. too many administrators. good sports program. lots of student activities.
—Submitted by a former student


Posted May 16, 2004

My daughter is a Junior at M-A. She loves the school and, from my perspective, is getting an excellent education. Her experience on the track team has been completely positive. My only complaint is that they work 'em too hard sometimes.
—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.

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

819

Change from
2012 to 2013

-3

API Statewide Rank
(2012)

8 / 10

API Similar Schools Rank (2012)

9 / 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

819

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

-3

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 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)

8 / 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)

9 / 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.

223 students were tested at this school in 2013.

2013

 
 
30%

2012

 
 
37%

2011

 
 
38%

2010

 
 
28%
Algebra II

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

75 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
100%

2011

 
 
98%

2010

 
 
100%
Biology/Life Sciences

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

337 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
93%

2011

 
 
90%

2010

 
 
85%
Earth Science

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

146 students were tested at this school in 2013.

2013

 
 
11%

2012

 
 
17%

2011

 
 
n/a

2010

 
 
4%
English Language Arts

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

505 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
70%

2011

 
 
66%

2010

 
 
69%
General Mathematics (Grades 6 & 7 Standards)

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

2013

 
 
n/a

2012

 
 
0%

2011

 
 
0%

2010

 
 
4%
Geometry

The state average for Geometry was 45% in 2013.

206 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
80%

2011

 
 
84%

2010

 
 
82%
Integrated/Coordinated Science I

The state average for Integrated/Coordinated Science I was 26% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
2%

2010

 
 
4%
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

The state average for World History was 51% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

The state average for Algebra I was 13% in 2013.

102 students were tested at this school in 2013.

2013

 
 
11%

2012

 
 
17%

2011

 
 
11%

2010

 
 
5%
Algebra II

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

189 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
69%

2011

 
 
57%

2010

 
 
64%
Biology/Life Sciences

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

173 students were tested at this school in 2013.

2013

 
 
24%

2012

 
 
19%

2011

 
 
22%

2010

 
 
25%
Chemistry

The state average for Chemistry was 46% in 2013.

256 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
77%

2011

 
 
78%

2010

 
 
80%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
8%

2010

 
 
11%
English Language Arts

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

446 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
64%

2011

 
 
63%

2010

 
 
52%
Geometry

The state average for Geometry was 15% in 2013.

86 students were tested at this school in 2013.

2013

 
 
31%

2012

 
 
35%

2011

 
 
23%

2010

 
 
20%
High School (Summative) Mathematics (Grade 9-11)

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

57 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
100%

2011

 
 
100%

2010

 
 
100%
Science

The state average for Science was 54% in 2013.

438 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
65%

2011

 
 
64%

2010

 
 
51%
World History

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

464 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
62%

2011

 
 
60%

2010

 
 
55%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

The state average for Algebra I was 10% in 2013.

30 students were tested at this school in 2013.

2013

 
 
10%

2012

 
 
18%

2011

 
 
7%

2010

 
 
14%
Algebra II

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

121 students were tested at this school in 2013.

2013

 
 
20%

2012

 
 
14%

2011

 
 
20%

2010

 
 
11%
Biology/Life Sciences

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

149 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
75%

2011

 
 
66%

2010

 
 
61%
Chemistry

The state average for Chemistry was 32% in 2013.

122 students were tested at this school in 2013.

2013

 
 
9%

2012

 
 
16%

2011

 
 
9%

2010

 
 
12%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
7%

2010

 
 
17%
English Language Arts

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

432 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
65%

2011

 
 
58%

2010

 
 
56%
Geometry

The state average for Geometry was 8% in 2013.

67 students were tested at this school in 2013.

2013

 
 
8%

2012

 
 
6%

2011

 
 
1%

2010

 
 
5%
High School (Summative) Mathematics (Grade 9-11)

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

180 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
86%

2011

 
 
78%

2010

 
 
86%
Physics

The state average for Physics was 58% in 2013.

115 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
84%

2011

 
 
84%

2010

 
 
80%
U.S. History

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

436 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
63%

2011

 
 
58%

2010

 
 
54%
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

All Students30%
Females32%
Males28%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino20%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged19%
Non-economically disadvantaged49%
Students with disability17%
Students with no reported disability32%
English learner12%
Fluent-English proficient and English only40%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate12%
Parent education - high school graduate27%
Parent education - some college (includes AA degree)32%
Parent education - college graduate55%
Parent education - graduate school/post graduate59%
Parent education - declined to staten/a

Algebra II

All Students99%
Females100%
Males98%
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)100%
Economically disadvantagedn/a
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability99%
English learnern/a
Fluent-English proficient and English only99%
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 graduate100%
Parent education - declined to staten/a

Biology/Life Sciences

All Students85%
Females85%
Males85%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)96%
Economically disadvantaged36%
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability85%
English learner36%
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate21%
Parent education - high school graduate37%
Parent education - some college (includes AA degree)81%
Parent education - college graduate90%
Parent education - graduate school/post graduate99%
Parent education - declined to staten/a

Earth Science

All Students11%
Females4%
Males18%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino7%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islander9%
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged7%
Non-economically disadvantaged23%
Students with disability13%
Students with no reported disability11%
English learner6%
Fluent-English proficient and English only14%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate7%
Parent education - high school graduate8%
Parent education - some college (includes AA degree)7%
Parent education - college graduate23%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students76%
Females77%
Males75%
African American27%
Asian100%
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islander43%
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)98%
Economically disadvantaged45%
Non-economically disadvantaged94%
Students with disability48%
Students with no reported disability77%
English learner22%
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate38%
Parent education - high school graduate58%
Parent education - some college (includes AA degree)65%
Parent education - college graduate92%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

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

Geometry

All Students72%
Females74%
Males71%
African Americann/a
Asiann/a
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)88%
Economically disadvantaged30%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate27%
Parent education - high school graduate14%
Parent education - some college (includes AA degree)73%
Parent education - college graduate84%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a

Integrated/Coordinated Science I

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

Physics

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

World History

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

About the tests


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

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

Source: California Department of Education

Algebra I

All Students11%
Females9%
Males12%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino9%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged12%
Non-economically disadvantaged5%
Students with disabilityn/a
Students with no reported disability12%
English learner5%
Fluent-English proficient and English only17%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate14%
Parent education - high school graduate4%
Parent education - some college (includes AA degree)14%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students53%
Females57%
Males48%
African Americann/a
Asian56%
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)60%
Economically disadvantaged25%
Non-economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability54%
English learnern/a
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate18%
Parent education - some college (includes AA degree)38%
Parent education - college graduate47%
Parent education - graduate school/post graduate63%
Parent education - declined to staten/a

Biology/Life Sciences

All Students24%
Females20%
Males26%
African American7%
Asiann/a
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islander27%
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged18%
Non-economically disadvantaged37%
Students with disability14%
Students with no reported disability25%
English learner12%
Fluent-English proficient and English only32%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate17%
Parent education - high school graduate18%
Parent education - some college (includes AA degree)41%
Parent education - college graduate22%
Parent education - graduate school/post graduate50%
Parent education - declined to staten/a

Chemistry

All Students72%
Females67%
Males77%
African Americann/a
Asian87%
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)80%
Economically disadvantaged21%
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate13%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)45%
Parent education - college graduate68%
Parent education - graduate school/post graduate82%
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 Students66%
Females72%
Males61%
African American19%
Asian89%
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islander33%
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)97%
Economically disadvantaged28%
Non-economically disadvantaged87%
Students with disability29%
Students with no reported disability68%
English learner7%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate26%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)46%
Parent education - college graduate83%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a

Geometry

All Students31%
Females23%
Males39%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged26%
Non-economically disadvantaged39%
Students with disabilityn/a
Students with no reported disability30%
English learner14%
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate26%
Parent education - high school graduate22%
Parent education - some college (includes AA degree)27%
Parent education - college graduate42%
Parent education - graduate school/post graduate46%
Parent education - declined to staten/a

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

All Students98%
Females100%
Males97%
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)98%
Economically disadvantagedn/a
Non-economically disadvantaged98%
Students with disabilityn/a
Students with no reported disability98%
English learnern/a
Fluent-English proficient and English only98%
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 graduate100%
Parent education - declined to staten/a

Science

All Students66%
Females70%
Males63%
African American6%
Asian93%
Filipinon/a
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islander38%
Samoann/a
Other Pacific Islander42%
White (not Hispanic)97%
Economically disadvantaged28%
Non-economically disadvantaged87%
Students with disability48%
Students with no reported disability67%
English learner16%
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate26%
Parent education - high school graduate31%
Parent education - some college (includes AA degree)51%
Parent education - college graduate80%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

World History

All Students64%
Females66%
Males62%
African American0%
Asian93%
Filipinon/a
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islander36%
Samoann/a
Other Pacific Islander42%
White (not Hispanic)95%
Economically disadvantaged27%
Non-economically disadvantaged85%
Students with disability23%
Students with no reported disability67%
English learner11%
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate27%
Parent education - high school graduate25%
Parent education - some college (includes AA degree)45%
Parent education - college graduate79%
Parent education - graduate school/post graduate96%
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 Students10%
Females17%
Males6%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino12%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged12%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability12%
English learner10%
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate14%
Parent education - high school graduate8%
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 Students20%
Females17%
Males23%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino11%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)28%
Economically disadvantaged13%
Non-economically disadvantaged25%
Students with disabilityn/a
Students with no reported disability20%
English learner7%
Fluent-English proficient and English only21%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate4%
Parent education - high school graduate23%
Parent education - some college (includes AA degree)0%
Parent education - college graduate26%
Parent education - graduate school/post graduate37%
Parent education - declined to staten/a

Biology/Life Sciences

All Students80%
Females83%
Males78%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)97%
Economically disadvantaged39%
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability85%
English learner6%
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate29%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)58%
Parent education - college graduate91%
Parent education - graduate school/post graduate98%
Parent education - declined to staten/a

Chemistry

All Students9%
Females5%
Males13%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino4%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)29%
Economically disadvantaged0%
Non-economically disadvantaged20%
Students with disability0%
Students with no reported disability10%
English learner0%
Fluent-English proficient and English only12%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate4%
Parent education - some college (includes AA degree)11%
Parent education - college graduate22%
Parent education - graduate school/post graduate17%
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 Students64%
Females62%
Males67%
African American24%
Asian84%
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)91%
Economically disadvantaged29%
Non-economically disadvantaged83%
Students with disability9%
Students with no reported disability67%
English learner8%
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate28%
Parent education - high school graduate24%
Parent education - some college (includes AA degree)43%
Parent education - college graduate80%
Parent education - graduate school/post graduate94%
Parent education - declined to state50%

Geometry

All Students8%
Females3%
Males15%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino7%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged7%
Non-economically disadvantaged13%
Students with disabilityn/a
Students with no reported disability10%
English learner4%
Fluent-English proficient and English only12%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate11%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)13%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students86%
Females80%
Males91%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino86%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantagedn/a
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only87%
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 graduate81%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a

Physics

All Students82%
Females74%
Males86%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantaged26%
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate27%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate85%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a

U.S. History

All Students65%
Females58%
Males70%
African American29%
Asian84%
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)88%
Economically disadvantaged30%
Non-economically disadvantaged82%
Students with disability15%
Students with no reported disability69%
English learner14%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate27%
Parent education - high school graduate32%
Parent education - some college (includes AA degree)58%
Parent education - college graduate73%
Parent education - graduate school/post graduate92%
Parent education - declined to state43%

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.

488 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
84%

2011

 
 
83%

2010

 
 
78%
Math

The state average for Math was 84% in 2013.

475 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
91%

2011

 
 
88%

2010

 
 
86%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

Source: California Department of Education

English Language Arts

All Students83%
Females88%
Males78%
Gender Unknownn/a
African American68%
Asian100%
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Pacific Islander79%
White (not Hispanic)99%
Declined to state100%
Economically disadvantaged61%
Non-economically disadvantaged97%
Economic Status Unknownn/a
Students with disability46%
Tested with modificationsn/a
English learner41%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students88%
Females92%
Males85%
Gender Unknownn/a
African American74%
Asian100%
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Pacific Islander71%
White (not Hispanic)99%
Declined to state100%
Economically disadvantaged74%
Non-economically disadvantaged97%
Economic Status Unknownn/a
Students with disability54%
Tested with modificationsn/a
English learner62%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

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

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
White 41% 26%
Hispanic 40% 52%
Asian or Asian/Pacific Islander 7% 11%
Black 5% 6%
Hawaiian Native/Pacific Islander 4% 1%
Two or more races 2% 3%
American Indian/Alaska Native 1% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 21%N/A55%
Source: NCES, 2011-2012

Teacher experience

  This school District averageState average
First-year teachers 6%N/AN/A
Source: CRDC, 2011-2012

Teacher resources

Special staff resources available to students Art teacher(s)
Assistant principal(s)
College counselor(s)
Computer specialist(s)
Cooking/Nutrition teacher(s)
ELL/ESL Coordinator
Librarian/media specialist(s)
Math specialist(s)
Music teacher(s)
Nurse(s)
PE instructor(s)
Robotics/Technology specialist(s)
School psychologist
School social worker/counselors(s)
Special education coordinator
Read more about programs at this school
Source: Provided by school community.

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

Special education / special needs

Staff resources available to students
  • Special education coordinator

Science, Technology, Engineering, & Math (STEM)

Staff resources available to students
  • Computer specialist(s)
  • Math specialist(s)
  • Robotics/Technology specialist(s)
School facilities
  • Computer lab
  • Industrial shop
  • Science lab
Visual arts
  • Architecture

Arts & music

Staff resources available to students
  • Art teacher(s)
  • Music teacher(s)
School facilities
  • Art room
  • Music room
  • Performance stage
Visual arts
  • Architecture
  • Ceramics
  • Drawing / sketching
  • Painting
  • Photography
Music
  • Band
  • Choir / Chorus
  • Instrumental music lessons
  • Jazz band
  • Orchestra
Performing and written arts
  • Creative writing
  • Drama
Media arts
  • Computer animation
  • Technical design and production
  • Video / Film production

Language learning

Foreign languages taught
  • French
  • Latin
  • Spanish
Staff resources available to students
  • ELL/ESL Coordinator

Health & athletics

Staff resources available to students
  • Cooking/Nutrition teacher(s)
  • Nurse(s)
  • PE instructor(s)
  • School psychologist
School facilities
  • Access to sports fields
  • Gym
  • Kitchen
  • Swimming pool
Note: Data provided by community members,
needs to be verified by school leaders.

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School basics

School Leader's name
  • Matthew Zito
Fax number
  • (650) 323-1411

Programs

Foreign languages taught
  • French
  • Latin
  • Spanish

Resources

Staff resources available to students
  • Art teacher(s)
  • Assistant principal(s)
  • College counselor(s)
  • Computer specialist(s)
  • Cooking/Nutrition teacher(s)
  • ELL/ESL Coordinator
  • Librarian/media specialist(s)
  • Math specialist(s)
  • Music teacher(s)
  • Nurse(s)
  • PE instructor(s)
  • Robotics/Technology specialist(s)
  • School psychologist
  • School social worker/counselors(s)
  • Special education coordinator
School facilities
  • Access to sports fields
  • Art room
  • Auditorium
  • College/career center
  • Computer lab
  • Gym
  • Industrial shop
  • Internet access
  • Kitchen
  • Library
  • Music room
  • Performance stage
  • Science lab
  • Swimming pool
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

Boys sports
  • Badminton
  • Baseball
  • Basketball
  • Cheerleading
  • Cross country
  • Football
  • Golf
  • Lacrosse
  • Soccer
  • Swimming
  • Tennis
  • Track
  • Volleyball
  • Water polo
  • Wrestling
Girls sports
  • Badminton
  • Basketball
  • Cheerleading
  • Cross country
  • Golf
  • Lacrosse
  • Soccer
  • Softball
  • Swimming
  • Tennis
  • Track
  • Volleyball
  • Water polo
  • Wrestling

Arts & music

Visual arts
  • Architecture
  • Ceramics
  • Drawing / sketching
  • Painting
  • Photography
Music
  • Band
  • Choir / Chorus
  • Instrumental music lessons
  • Jazz band
  • Orchestra
Performing arts
  • Creative writing
  • Drama
Media arts
  • Computer animation
  • Technical design and production
  • Video / Film production
Note: Data provided by community members,
needs to be verified by school leaders.

School culture

Parent involvement
  • Attend parent nights
  • Join PTO/PTA
  • Serve on school improvement team or governance council
  • Volunteer time after school
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!

555 Middlefield Road
Atherton, CA 94025
Website: Click here
Phone: (650) 322-5311

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