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Beaumont Senior High School

Public | 9-12

 

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Living in Beaumont

Situated in a suburban neighborhood. The median home value is $171,000. The average monthly rent for a 2 bedroom apartment is $880.

Source: Sperling's Best Places
 
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
No new ratings
2012:
No new ratings
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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19 reviews of this school


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Posted May 13, 2014

This school is a joke and I personally blame the principal, Marilyn Saucedo. Kids and parents get no respect. She likes to play hardball more than she cares to help. School has ParentConnect but teachers are not required to update it. Security worries about all the wrong things. I pulled my child out of that school after numerous complaints went unaddressed
—Submitted by a parent


Posted January 16, 2011

My child attended this school for four years. Where should i start, first they lost my child's credits, luckily I saved all the grades and credits. My child struggled with math and they wanted to my child to be with the same teacher for all four years. I don't get it. I asked for my child to be moved and they would not do it. So I had to go into that school and get a teacher transfer. The principle told me that my child would not graduate. What kind of caring is that. WOW! That really opened my eyes even bigger. How can you tell a parent that and show no emotions. My child was not a trouble maker always attended school. I felt like he really didn't want my child to graduate. But see he is not God, God has the last answer. My experience with Beaumont school has been the worst. This is not chuck wagon days anymore!
—Submitted by a parent


Posted December 14, 2009

My child is going to graduate this year 2010. I have been pleased with the school. Education is decent, the majority of the teachers are hard working, AP classes challenging. ASB is really working to make the High School more sociable this year. The band program is the absolute worst program I have ever been involved with, if you child lives for the band program, I would recommend a district transfer to a different school. I would be worth the drive. Otherwise the school has been good to our family and my child has already received acceptance to college. Next year we will have a freshman and since we have dropped the band program, I believe the next 4 years will be great. We are looking forward to the education at Beaumont.
—Submitted by a parent


Posted September 10, 2009

I am on my third child to graduate from BHS. It has been a great experience.
—Submitted by a parent


Posted April 30, 2009

My advice to anyone considering moving thier family to Beaumont and enrolling any child in the Beaumont Unified School District is RUN! The school's are terrible and the education is lacking to prepare the students for college.
—Submitted by a parent


Posted December 18, 2008

I'm a freshman at this school and it's the worst school ever. First off there's way to many kids! It's like walking through Disneyland. Not enough tables for lunch oh wait we don't even have a indoor cafeteria! They make us carry our books cause they don't have lockers. Their solution is get a rolling backpack. The principal is really nice but most I the staff is so yea but the teachers all have soda machines in every building and we don't have lockers!? this is the worst school that I've been to. Oh and the test scores aren't that good anyway.
—Submitted by a student


Posted May 25, 2008

Beaumont High School is a wonderful school to be st. Though it may lack in some areas due to a dearth of funding, Beaumont does very well in preparing students for the future. A note to all, test scores on the STAR testing don't really show how good a school is. Has anyone ever considered that most students don't care at all about a test that will not affect their grades? I think parents need to step up and get their children motivated!
—Submitted by a student


Posted December 2, 2007

I have observed and studied High Schools not just in this state, but nation wide and even at a global standpoint and I have seen that we are really lacking behind compared to many other schools, and with how the town is growing, one would at least hope for betterment in education, and while it is coming slowly, i feel that it could be coming along much faster. The teachers teach very well for the most part, only a few who don't have their act together all the way. From what i have viewed of Principal Leadership, the campus could go with some reforms. For example, the rules tend to change without being shown on any document, just by word of mouth. The dress code also has many changes throughout the year, and can change from day to day with its chaos.
—Submitted by a student


Posted December 2, 2007

When I went here as a junior at this school, I noticed how laid back this high school is when I went to Mission Viejo High. The difference is a huge gap of education, population, and knowledge of the people. Most people complain that more students are coming to Beaumont but, thats how it is at most places. The students at Beaumont is less socialable, they have groups like any high school. This is the era were in parents, get used to it. This isn't the past and never will be, it may repeat in some cycle of teaching. Even if it gets huge, just means you need to change your teaching style, to show to the class. The Teachers here are good but way to laid back, its not hard to pass. Its as if they want you to pass from this high school.
—Submitted by a student


Posted September 7, 2006

My child was suffering of the lack of academics in Beaumont. The teachers barely assign homework and the tests are way to easy. My child was begging for more work. I had to buy her SAT books and other workbooks so she can keep up with other schools. The students in the school believe that they can easily get into a U.C. school or an Ivy League just because they have a 3.5 or higher. Believe me there is alot more you have to do to get into a good college. No effense but this school's raking is pretty low compared to other schools and getting a good G.P.A. here is nothing compared to other schools. I think the teachers need to show the students how hard it is to get into a good college before its too late for them.
—Submitted by a parent


Posted March 24, 2006

I believe that the academic programs available at BHS are very strong. There is a varied curriculum offered through the comprehensive high school, which supports all students' learning styles. There is a strong focus on the California academic standards, and these are developed at length for each core discipline. API scores have consistently risen over the past several years. Teachers are also very active in extracurricular activities, allowing students to have a stronger rapport with them.
—Submitted by a parent


Posted March 4, 2006

This is a really great school
—Submitted by a parent


Posted November 2, 2005

The teachers for the most part are Superb, especially Miss Downs,and Mr. Hakala. Mr. Wayne Hackney is definitely an asset to the school, but the school would certainly be better off all the way around without the current principal (Mrs. Norwood). In all of my dealings with her and in speaking with several of the school employees and students I would have to say she definitely gives off the vibe that she really is not interested in the students, but more concerned with how things appear. The students at Beaumont High School deserve a principal who is more hands on and more interested in them as human beings. I say let's put Mr. Hackney in there or how about Lauren Kinney. Then we could see these kids thrive!
—Submitted by a parent


Posted August 12, 2005

I have no complaints. Good school. Great Teachers.
—Submitted by a parent


Posted February 2, 2005

This school is really over-populated. The principals sit on there ass's all day and so nothing to improve that school. They only care about there pay-checks. It has good teachers and a good school layout, but the over-population makes it hard to learn. Especially when there aren't enough books for the students, or desks.
—Submitted by a student


Posted January 29, 2004

I attended both Banning High and Beaumont High School, although both school have their problems like all residents know beaumont small campus made it less intimidating and much more frendly with programs that provide hands on learning such as the day care cent run by students and the peer tutoring that I not only recived but was later able to give back.
—Submitted by a former student


Posted December 12, 2003

The API and exit exam results speak for themselves. As a BHS graduate I would dearly love to have my children attend this school. I was forced to move to Redlands to bring a higher quality to their lives. Poor counseling, teachers and overall leadership have held this school down.
—Submitted by a former student


Posted August 22, 2003

I went here and my kids went here and now my grandchildren all 14,I have always liked this school but not always how they handle things. The school needs to not judge kids so hard.
—Submitted by a former student


Posted August 10, 2003

Not as good of school as they would like to claim. Seems more into the teachers than the students.
—Submitted by a former 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

759

Change from
2012 to 2013

-4

API Statewide Rank
(2012)

6 / 10

API Similar Schools Rank (2012)

4 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school did not meet its schoolwide API target for 2013.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2013

This school's
API score

759

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 2012 and Spring 2013. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

6 / 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)

4 / 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.

162 students were tested at this school in 2013.

2013

 
 
11%

2012

 
 
9%

2011

 
 
6%

2010

 
 
8%
Algebra II

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Biology/Life Sciences

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

250 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
76%

2011

 
 
75%

2010

 
 
78%
Earth Science

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

396 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
47%

2011

 
 
32%

2010

 
 
37%
English Language Arts

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

642 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
65%

2011

 
 
65%

2010

 
 
60%
General Mathematics (Grades 6 & 7 Standards)

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

22 students were tested at this school in 2013.

2013

 
 
9%

2012

 
 
4%

2011

 
 
n/a

2010

 
 
0%
Geometry

The state average for Geometry was 45% in 2013.

454 students were tested at this school in 2013.

2013

 
 
21%

2012

 
 
28%

2011

 
 
32%

2010

 
 
21%
Integrated/Coordinated Science I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

90 students were tested at this school in 2013.

2013

 
 
1%

2012

 
 
7%

2011

 
 
5%

2010

 
 
5%
Algebra II

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

314 students were tested at this school in 2013.

2013

 
 
21%

2012

 
 
24%

2011

 
 
24%

2010

 
 
31%
Biology/Life Sciences

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

345 students were tested at this school in 2013.

2013

 
 
21%

2012

 
 
35%

2011

 
 
38%

2010

 
 
32%
Chemistry

The state average for Chemistry was 46% in 2013.

195 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
67%

2011

 
 
54%

2010

 
 
67%
Earth Science

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

71 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
46%

2011

 
 
31%

2010

 
 
21%
English Language Arts

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

603 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
57%

2011

 
 
51%

2010

 
 
47%
Geometry

The state average for Geometry was 15% in 2013.

193 students were tested at this school in 2013.

2013

 
 
6%

2012

 
 
10%

2011

 
 
7%

2010

 
 
2%
High School (Summative) Mathematics (Grade 9-11)

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 54% in 2013.

599 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
58%

2011

 
 
54%

2010

 
 
49%
World History

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

617 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
41%

2011

 
 
36%

2010

 
 
33%
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.

19 students were tested at this school in 2013.

2013

 
 
5%

2012

 
 
7%

2011

 
 
0%

2010

 
 
4%
Algebra II

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

180 students were tested at this school in 2013.

2013

 
 
4%

2012

 
 
4%

2011

 
 
6%

2010

 
 
5%
Biology/Life Sciences

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

120 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
54%

2011

 
 
55%

2010

 
 
53%
Chemistry

The state average for Chemistry was 32% in 2013.

141 students were tested at this school in 2013.

2013

 
 
37%

2012

 
 
43%

2011

 
 
29%

2010

 
 
37%
Earth Science

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

2013

 
 
n/a

2012

 
 
49%

2011

 
 
53%

2010

 
 
37%
English Language Arts

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

529 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
53%

2011

 
 
44%

2010

 
 
43%
Geometry

The state average for Geometry was 8% in 2013.

83 students were tested at this school in 2013.

2013

 
 
1%

2012

 
 
4%

2011

 
 
6%

2010

 
 
2%
High School (Summative) Mathematics (Grade 9-11)

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

235 students were tested at this school in 2013.

2013

 
 
17%

2012

 
 
23%

2011

 
 
37%

2010

 
 
27%
Physics

The state average for Physics was 58% in 2013.

106 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
51%

2011

 
 
62%

2010

 
 
42%
U.S. History

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

542 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
53%

2011

 
 
39%

2010

 
 
37%
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
20%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

All Students11%
Females11%
Males10%
African American18%
Asiann/a
Filipinon/a
Hispanic or Latino10%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)7%
Economically disadvantaged8%
Non-economically disadvantaged15%
Students with disability8%
Students with no reported disability11%
English learner0%
Fluent-English proficient and English only12%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate12%
Parent education - high school graduate11%
Parent education - some college (includes AA degree)9%
Parent education - college graduate13%
Parent education - graduate school/post graduaten/a
Parent education - declined to state9%

Algebra II

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

Biology/Life Sciences

All Students75%
Females73%
Males76%
African American64%
Asian100%
Filipino83%
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged73%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduate82%
Parent education - high school graduate62%
Parent education - some college (includes AA degree)71%
Parent education - college graduate80%
Parent education - graduate school/post graduate83%
Parent education - declined to state82%

Earth Science

All Students45%
Females38%
Males51%
African American44%
Asiann/a
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)54%
Economically disadvantaged41%
Non-economically disadvantaged53%
Students with disability23%
Students with no reported disability48%
English learner12%
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduate36%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)50%
Parent education - college graduate58%
Parent education - graduate school/post graduaten/a
Parent education - declined to state37%

English Language Arts

All Students66%
Females69%
Males63%
African American51%
Asian79%
Filipino94%
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged63%
Non-economically disadvantaged71%
Students with disability24%
Students with no reported disability68%
English learner8%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate54%
Parent education - high school graduate59%
Parent education - some college (includes AA degree)69%
Parent education - college graduate75%
Parent education - graduate school/post graduate90%
Parent education - declined to state67%

General Mathematics (Grades 6 & 7 Standards)

All Students9%
Femalesn/a
Males15%
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)18%
Economically disadvantaged12%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability8%
English learnern/a
Fluent-English proficient and English only13%
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 Students21%
Females22%
Males19%
African American25%
Asian44%
Filipino47%
Hispanic or Latino16%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)22%
Economically disadvantaged16%
Non-economically disadvantaged27%
Students with disability0%
Students with no reported disability21%
English learner12%
Fluent-English proficient and English only21%
Migrant educationn/a
Gifted and talented45%
Parent education - not a high school graduate8%
Parent education - high school graduate17%
Parent education - some college (includes AA degree)21%
Parent education - college graduate32%
Parent education - graduate school/post graduate36%
Parent education - declined to state20%

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 Students1%
Females4%
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino2%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)0%
Economically disadvantaged2%
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability1%
English learnern/a
Fluent-English proficient and English only1%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate3%
Parent education - some college (includes AA degree)0%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

Algebra II

All Students21%
Females21%
Males21%
African American36%
Asian38%
Filipino44%
Hispanic or Latino16%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)20%
Economically disadvantaged19%
Non-economically disadvantaged23%
Students with disabilityn/a
Students with no reported disability21%
English learnern/a
Fluent-English proficient and English only21%
Migrant educationn/a
Gifted and talented42%
Parent education - not a high school graduate22%
Parent education - high school graduate17%
Parent education - some college (includes AA degree)17%
Parent education - college graduate33%
Parent education - graduate school/post graduate29%
Parent education - declined to state19%

Biology/Life Sciences

All Students21%
Females15%
Males26%
African American14%
Asiann/a
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)27%
Economically disadvantaged16%
Non-economically disadvantaged28%
Students with disability12%
Students with no reported disability22%
English learner3%
Fluent-English proficient and English only23%
Migrant educationn/a
Gifted and talented50%
Parent education - not a high school graduate16%
Parent education - high school graduate18%
Parent education - some college (includes AA degree)26%
Parent education - college graduate21%
Parent education - graduate school/post graduate40%
Parent education - declined to state15%

Chemistry

All Students56%
Females53%
Males60%
African Americann/a
Asiann/a
Filipino67%
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged54%
Non-economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability57%
English learnern/a
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talented69%
Parent education - not a high school graduaten/a
Parent education - high school graduate58%
Parent education - some college (includes AA degree)54%
Parent education - college graduate58%
Parent education - graduate school/post graduaten/a
Parent education - declined to state57%

Earth Science

All Students53%
Females45%
Males60%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged53%
Non-economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability57%
English learnern/a
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate52%
Parent education - some college (includes AA degree)65%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state45%

English Language Arts

All Students57%
Females60%
Males54%
African American52%
Asian85%
Filipino85%
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)61%
Economically disadvantaged51%
Non-economically disadvantaged64%
Students with disability19%
Students with no reported disability58%
English learner13%
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduate49%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)60%
Parent education - college graduate65%
Parent education - graduate school/post graduate76%
Parent education - declined to state50%

Geometry

All Students6%
Females5%
Males6%
African American0%
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)11%
Economically disadvantaged3%
Non-economically disadvantaged11%
Students with disability7%
Students with no reported disability6%
English learner0%
Fluent-English proficient and English only6%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate7%
Parent education - high school graduate2%
Parent education - some college (includes AA degree)10%
Parent education - college graduate4%
Parent education - graduate school/post graduate9%
Parent education - declined to state5%

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

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

Science

All Students52%
Females47%
Males56%
African American48%
Asian69%
Filipino77%
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)60%
Economically disadvantaged46%
Non-economically disadvantaged59%
Students with disability35%
Students with no reported disability52%
English learner16%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduate46%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)57%
Parent education - college graduate57%
Parent education - graduate school/post graduate64%
Parent education - declined to state45%

World History

All Students42%
Females35%
Males49%
African American48%
Asian54%
Filipino70%
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)48%
Economically disadvantaged38%
Non-economically disadvantaged49%
Students with disability20%
Students with no reported disability44%
English learner8%
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talented75%
Parent education - not a high school graduate42%
Parent education - high school graduate34%
Parent education - some college (includes AA degree)49%
Parent education - college graduate45%
Parent education - graduate school/post graduate58%
Parent education - declined to state38%
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

All Students5%
Femalesn/a
Males8%
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 disability7%
English learnern/a
Fluent-English proficient and English only7%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school 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 Students4%
Females2%
Males5%
African American0%
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)6%
Economically disadvantaged2%
Non-economically disadvantaged7%
Students with disability8%
Students with no reported disability4%
English learner0%
Fluent-English proficient and English only4%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate6%
Parent education - some college (includes AA degree)6%
Parent education - college graduate0%
Parent education - graduate school/post graduaten/a
Parent education - declined to state3%

Biology/Life Sciences

All Students63%
Females72%
Males54%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged60%
Non-economically disadvantaged67%
Students with disability0%
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduaten/a
Parent education - high school graduate53%
Parent education - some college (includes AA degree)69%
Parent education - college graduate73%
Parent education - graduate school/post graduaten/a
Parent education - declined to state68%

Chemistry

All Students37%
Females31%
Males48%
African American54%
Asiann/a
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)45%
Economically disadvantaged27%
Non-economically disadvantaged53%
Students with disabilityn/a
Students with no reported disability38%
English learnern/a
Fluent-English proficient and English only39%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduate14%
Parent education - high school graduate27%
Parent education - some college (includes AA degree)42%
Parent education - college graduate50%
Parent education - graduate school/post graduaten/a
Parent education - declined to state43%

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 Students46%
Females45%
Males46%
African American46%
Asian57%
Filipino67%
Hispanic or Latino36%
American Indian or Alaska Native36%
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)52%
Economically disadvantaged38%
Non-economically disadvantaged54%
Students with disability6%
Students with no reported disability47%
English learner15%
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talented87%
Parent education - not a high school graduate28%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)51%
Parent education - college graduate54%
Parent education - graduate school/post graduate65%
Parent education - declined to state47%

Geometry

All Students1%
Females0%
Males2%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino2%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)0%
Economically disadvantaged2%
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability1%
English learnern/a
Fluent-English proficient and English only0%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate3%
Parent education - some college (includes AA degree)0%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

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

All Students17%
Females15%
Males20%
African American19%
Asian55%
Filipino23%
Hispanic or Latino13%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)15%
Economically disadvantaged13%
Non-economically disadvantaged21%
Students with disabilityn/a
Students with no reported disability17%
English learnern/a
Fluent-English proficient and English only17%
Migrant educationn/a
Gifted and talented31%
Parent education - not a high school graduate15%
Parent education - high school graduate17%
Parent education - some college (includes AA degree)11%
Parent education - college graduate27%
Parent education - graduate school/post graduate17%
Parent education - declined to state19%

Physics

All Students62%
Females55%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged54%
Non-economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability63%
English learnern/a
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduaten/a
Parent education - high school graduate47%
Parent education - some college (includes AA degree)59%
Parent education - college graduate75%
Parent education - graduate school/post graduaten/a
Parent education - declined to state64%

U.S. History

All Students45%
Females37%
Males51%
African American54%
Asian62%
Filipino50%
Hispanic or Latino37%
American Indian or Alaska Native36%
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)49%
Economically disadvantaged40%
Non-economically disadvantaged50%
Students with disability6%
Students with no reported disability47%
English learner26%
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talented78%
Parent education - not a high school graduate32%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)44%
Parent education - college graduate53%
Parent education - graduate school/post graduate55%
Parent education - declined to state47%

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.

611 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
88%

2011

 
 
87%

2010

 
 
86%
Math

The state average for Math was 84% in 2013.

614 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
86%

2011

 
 
85%

2010

 
 
83%
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 Students89%
Females92%
Males85%
Gender Unknownn/a
African American86%
Asian100%
Filipino93%
Hispanic or Latino85%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)93%
Declined to staten/a
Economically disadvantaged86%
Non-economically disadvantaged94%
Economic Status Unknown89%
Students with disability48%
Tested with modificationsn/a
English learner54%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students88%
Females88%
Males87%
Gender Unknownn/a
African American90%
Asian100%
Filipino96%
Hispanic or Latino85%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)90%
Declined to staten/a
Economically disadvantaged86%
Non-economically disadvantaged91%
Economic Status Unknown89%
Students with disability49%
Tested with modificationsn/a
English learner60%
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
Hispanic 50%
White 35%
Black 5%
Asian 3%
Two or more races 2%
American Indian/Alaska Native 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 59%N/AN/A
English language learners 8%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 4%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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Arts & music

Music
  • Band

Language learning

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

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School basics

School Leader's name
  • Marilyn Saucedo
Fax number
  • (951) 769-9289

Programs

Foreign languages taught
  • French
  • Spanish

Resources

School facilities
  • Library
Note: Data provided by community members,
needs to be verified by school leaders.

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by verifying community responses, adding program highlights
and more! Get started »

Sports

Boys sports
  • Cross country
  • Football
  • Water polo
Girls sports
  • Cross country
  • Field hockey
  • Golf
  • Ice hockey
  • Lacrosse
  • Tennis
  • Volleyball

Arts & music

Music
  • Band
Note: Data provided by community members,
needs to be verified by school leaders.

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39139 Cherry Valley Blvd
Beaumont, CA 92223
Website: Click here
Phone: (951) 845-3171

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