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GreatSchools Rating

Bloomington High School

Public | 8-12 | 2972 students

Last modified
Community Rating

3 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 1 rating
2011:
No new ratings
2010:
Based on 3 ratings

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31 reviews of this school


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Posted October 17, 2012

I am a proud Graduate of this school. I graduated in 2007 and BHS was a pretty good school then. I have not kept up with the school since I moved to another state but when I was attending I had great support from all my teachers. The teacher that impacted me the most was Mr. McAdams, he gave great advice and made learning fun. I really hope the current students are not taking BHS for granted because it truly is a good school if you take advantage of all it has to offer.


Posted November 10, 2010

Posted August 3, 2010 Report it I think Principal should pay more attention to us the students .And not care so much about the football team.What about the other clubs? And the teachers should care about there students and learning. Submitted by a student _______________________________________________________ I think you're right, because you can't spell at all.
—Submitted by a teacher


Posted August 3, 2010

I think Principal should pay more attention to us the students .And not care so much about the football team.What about the other clubs? And the teachers should care about there students and learning.
—Submitted by a student


Posted February 1, 2010

Bloomington is not as bad as some may think. The physical appearance of the campus is not very good but it is not something that cannot be dealed with. Whether or not the student attending is successful depends completely on them. They must be smart and choose friends carefully. Don't blame it on Bloomington; it's like home.
—Submitted by a student


Posted March 25, 2009

great school has fabulous clubs and activities
—Submitted by a student


Posted March 1, 2009

Bloomington High is actually a pretty diverse and interesting school for those that believe otherwise. We have so many extracurricular clubs and activities to offer and our sports program has achieved many championship titles. People will look at Bloomington and think, 'Oh that school is ghetto. It's not a challenging school.' It may not be the prettiest campus around, but Bloomington offers about 20 AP courses, all of which are extremely challenging. I'm proud to say that I'm taking two of those AP courses. My experience at Bloomington so far has been great. You just need to get involved and be motivated to work. When it comes down to it, only YOU can motivate YOURSELF to succeed in life.
—Submitted by a student


Posted January 9, 2009

I am currently a failing freshmen becuase I am procastinating. The work I do contains many flaws but I will not give up. My goal is to graguate and succeed, but if I don't try enough then why try at all. I don't blame the school system, nor my self, but this school is at a very low academic level. Students aren't motivated enough also are the teachers who don't care or worry about our future. This school has to improve in many levels in order for our future children to succed. The community, parents, staff, and teachers must be involved in order for any school to succeed. I do not recommend going to this school nor suggest it as your second, nor back up plan for their parent's chldren. I hope this school improves after my graduation.
—Submitted by a student


Posted January 9, 2009

How does someone admit that they are 'pocastinating' and that their 'work contains many flaws' but does not blame themself for their lack of success? That it is the problem with too many kids today, it is never their fault, it is always someone else's. Teachers can have high expectations till the sun goes down, but that does not give the students the motivation to do what 'they' need to do. Teacher's can motivate, encourage, offer tutoring, afterschool help, and even extra credit (which is not a requirement) and there are still students that do nothing to help themselves. Fortune helps him that's willing to help himself. You can lead a student to knowledge, but you can't make them think.
—Submitted by a teacher


Posted March 27, 2008

I am a proud graduate of this school. Every school has those teachers who are only about getting a pay check, and I have had some. But the teachers who have made the most impact on me came from that school. In fact, the person that probably had the most impact on me in my entire life was my English teacher, Mr. McAdams. There are greats sports programs and musical programs. The NJROTC program is a lot of fun, some people think it's all about getting yelled at, when I was in for 2 years and I NEVER got yelled at. Some of the kids at the school don't want to learn and don't want to be there, and that gives the school a bad rep. But I have never had a bad thing to say about the school.
—Submitted by a student


Posted February 27, 2008

BHS's AVID PROGRAM is perhaps the only beneficial program to the entire school. If you want your child to succeed, make sure they are in this program, it has almost a 100% success rate in getting your kids in college. As a BHS alumni, I can say that I owe AVID a great deal of thanks.
—Submitted by a student


Posted January 14, 2008

This school I would say is the best school for my kids they haves lots of sports. And to keep them safe they make them wear IDs so they know there from the school
—Submitted by a parent


Posted September 24, 2007

I am a parent who has had one daughter graduate from BHS and another who is a Junior. I feel that their experience has been great. Their counselor always takes the time to talk to them about their classes and SAT's. She listens whenever they have a problem and she helps them solve it. The teachers in the higher level classes enjoy their students and work hard to teach the curriculum. I wish parents would take more responsibility for the lack of effort or poor behavior of their kids.I'm sure teaching kids who don't care can be very frustrating. Parents should go to school with their kids if they are having trouble. Get involved and discipline your kids!
—Submitted by a parent


Posted September 13, 2007

Our school need more security. Students should be punish if ditching a class or starting fights. so many students get away with a lot. This brings our test score down and make us who want to learn fall. I am a senior and this school need more security not security to be friends with because most security become friend with the student and let them slid.
—Submitted by Elizabeth sandoval, a former student


Posted July 9, 2007

This school has great potential if you find the right teachers. Try Mr. Duckworth, Mrs. Wright, Mr. McAdams. They definitely help! Proud Graduate.
—Submitted by a student


Posted June 23, 2007

I just graduated from Bloomington, and I really felt I gained the knowledge I need to excel in life. The teachers were supportive and the principal was involved with the school.
—Submitted by a student


Posted May 22, 2007

My experience with Bloomington High school has been poor. After repeated requests for parent/teacher conferences for my failing son, I finally was able to meet 3 of his teachers. I asked repeatedly to stay in contact either thru e-mail or phone calls. Only one teacher complied. The same is for my daughter, who is a great student. I feel that this school lacks in many areas. It was a huge mistake to move to this community and have to enroll my kids in this school.
—Submitted by a parent


Posted May 8, 2006

Theres a lot of school spirt and a lot of kids like it.
—Submitted by a student


Posted November 8, 2005

Poor grades and inadequate facilities. Too many students per class
—Submitted by a parent


Posted August 19, 2005

I see BHS as a mediocre school with teachers who mostly want the best for their students, but lack of parent involvement causes a lot of apathy in the teaching domain. Administration seems to be typical, all overly busy with paperwork with less time for mentoring students who need it. After two requests this past year I am still waiting for my child's PSAT test results. This is very frustrating from a parent who believes in involvement, and is feeling like my child just isn't a concern at the school. Many classes are taught by mandated district curriculum guides, day by day-this too is much less creative and doesn't focus on the acquistion of the love of lifelong learning which is what schooling should be about. Unfortunately teachers are forced to teach to the standardized tests now given throughout the state instead of meeting student needs.
—Submitted by a parent


Posted May 7, 2005

The quality of academic programs is fully dependent on the track which the student takes. If the student is enrolled in AP classes and progressing towards college attendance, then the student will naturally learn more. Unfortunately, at Bloomington, most of the students are not enrolled, or even interested, in college and the classes that it requires. The extracurricular activities are superb. The athletic program has had a tremendous amount of success in recent years, especially for a 'small' school. The 'Spirit of Bloomington' marching band is wonderful and many student organizations exist for leadership development. The level of parent development at BHS is low in terms of academic involvement but high for football, or social activities. Of note: In my years there, very few fights or altercations happened.
—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 2012.

This school's
API score

683

Change from
2011 to 2012

+6

API Statewide Rank
(2011)

2 / 10

API Similar Schools Rank (2011)

3 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met its schoolwide API target for 2012.
  • 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 2012

This school's
API score

683

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
2011 to 2012

+6

Change from 2011 to 2012
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
(2011)

2 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

3 / 10

API Similar Schools Rank (2011)
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 49% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 59% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 87% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Science

The state average for Science was 66% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

The state average for Algebra I was 25% in 2012.

216 students were tested at this school in 2012.

2012

 
 
24%

2011

 
 
34%

2010

 
 
4%

2009

 
 
4%
Algebra II

The state average for Algebra II was 69% in 2012.

2012

 
 
n/a

2011

 
 
81%

2010

 
 
63%

2009

 
 
37%
Biology/Life Sciences

The state average for Biology/Life Sciences was 60% in 2012.

491 students were tested at this school in 2012.

2012

 
 
35%

2011

 
 
36%

2010

 
 
36%

2009

 
 
33%
Earth Science

The state average for Earth Science was 39% in 2012.

176 students were tested at this school in 2012.

2012

 
 
12%

2011

 
 
11%

2010

 
 
14%

2009

 
 
9%
English Language Arts

The state average for English Language Arts was 57% in 2012.

625 students were tested at this school in 2012.

2012

 
 
42%

2011

 
 
36%

2010

 
 
42%

2009

 
 
39%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.

275 students were tested at this school in 2012.

2012

 
 
8%

2011

 
 
19%

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 48% in 2012.

156 students were tested at this school in 2012.

2012

 
 
28%

2011

 
 
78%

2010

 
 
20%

2009

 
 
12%
Integrated/Coordinated Science 1

The state average for Integrated/Coordinated Science 1 was 22% in 2012.

2012

 
 
n/a

2011

 
 
0%

2010

 
 
0%

2009

 
 
n/a
World History

The state average for World History was 50% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

The state average for Algebra I was 13% in 2012.

232 students were tested at this school in 2012.

2012

 
 
17%

2011

 
 
25%

2010

 
 
3%

2009

 
 
4%
Algebra II

The state average for Algebra II was 42% in 2012.

103 students were tested at this school in 2012.

2012

 
 
53%

2011

 
 
21%

2010

 
 
18%

2009

 
 
25%
Biology/Life Sciences

The state average for Biology/Life Sciences was 43% in 2012.

221 students were tested at this school in 2012.

2012

 
 
22%

2011

 
 
21%

2010

 
 
15%

2009

 
 
15%
Chemistry

The state average for Chemistry was 51% in 2012.

246 students were tested at this school in 2012.

2012

 
 
22%

2011

 
 
11%

2010

 
 
15%

2009

 
 
11%
Earth Science

The state average for Earth Science was 35% in 2012.

119 students were tested at this school in 2012.

2012

 
 
23%

2011

 
 
23%

2010

 
 
20%

2009

 
 
10%
English Language Arts

The state average for English Language Arts was 50% in 2012.

591 students were tested at this school in 2012.

2012

 
 
35%

2011

 
 
34%

2010

 
 
33%

2009

 
 
31%
Geometry

The state average for Geometry was 17% in 2012.

151 students were tested at this school in 2012.

2012

 
 
13%

2011

 
 
10%

2010

 
 
4%

2009

 
 
3%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.

16 students were tested at this school in 2012.

2012

 
 
87%

2011

 
 
78%

2010

 
 
37%

2009

 
 
n/a
Science

The state average for Science was 53% in 2012.

599 students were tested at this school in 2012.

2012

 
 
37%

2011

 
 
34%

2010

 
 
28%

2009

 
 
27%
World History

The state average for World History was 46% in 2012.

639 students were tested at this school in 2012.

2012

 
 
26%

2011

 
 
26%

2010

 
 
27%

2009

 
 
19%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

The state average for Algebra I was 10% in 2012.

132 students were tested at this school in 2012.

2012

 
 
11%

2011

 
 
16%

2010

 
 
3%

2009

 
 
5%
Algebra II

The state average for Algebra II was 15% in 2012.

73 students were tested at this school in 2012.

2012

 
 
8%

2011

 
 
12%

2010

 
 
10%

2009

 
 
6%
Biology/Life Sciences

The state average for Biology/Life Sciences was 53% in 2012.

171 students were tested at this school in 2012.

2012

 
 
41%

2011

 
 
47%

2010

 
 
46%

2009

 
 
36%
Chemistry

The state average for Chemistry was 34% in 2012.

71 students were tested at this school in 2012.

2012

 
 
23%

2011

 
 
11%

2010

 
 
8%

2009

 
 
1%
Earth Science

The state average for Earth Science was 38% in 2012.

77 students were tested at this school in 2012.

2012

 
 
22%

2011

 
 
14%

2010

 
 
25%

2009

 
 
7%
English Language Arts

The state average for English Language Arts was 48% in 2012.

550 students were tested at this school in 2012.

2012

 
 
36%

2011

 
 
33%

2010

 
 
29%

2009

 
 
32%
Geometry

The state average for Geometry was 9% in 2012.

80 students were tested at this school in 2012.

2012

 
 
11%

2011

 
 
24%

2010

 
 
3%

2009

 
 
1%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.

162 students were tested at this school in 2012.

2012

 
 
30%

2011

 
 
36%

2010

 
 
26%

2009

 
 
21%
Physics

The state average for Physics was 56% in 2012.

37 students were tested at this school in 2012.

2012

 
 
56%

2011

 
 
49%

2010

 
 
38%

2009

 
 
23%
U.S. History

The state average for U.S. History was 48% in 2012.

594 students were tested at this school in 2012.

2012

 
 
33%

2011

 
 
31%

2010

 
 
29%

2009

 
 
29%
World History

The state average for World History was 18% in 2012.

18 students were tested at this school in 2012.

2012

 
 
7%

2011

 
 
17%

2010

 
 
18%

2009

 
 
9%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

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

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
Pacific Islandern/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 Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
Fluent-English proficient and English onlyn/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

History - Social Science Grade 8 Cumulative

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/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 Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/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 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

Algebra I

All Students24%
Females26%
Males22%
African American13%
Asiann/a
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged26%
Non-economically disadvantaged20%
Students with disabilityn/a
Students with no reported disability24%
English learner13%
Fluent-English proficient and English only26%
Migrant educationn/a
Gifted and talented50%
Parent education - not a high school graduate19%
Parent education - high school graduate28%
Parent education - some college (includes AA degree)22%
Parent education - college graduate33%
Parent education - graduate school/post graduaten/a
Parent education - declined to state25%

Algebra II

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/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 Students35%
Females36%
Males36%
African American30%
Asiann/a
Filipinon/a
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged34%
Non-economically disadvantaged45%
Students with disability9%
Students with no reported disability37%
English learner4%
Fluent-English proficient and English only42%
Migrant educationn/a
Gifted and talented84%
Parent education - not a high school graduate29%
Parent education - high school graduate36%
Parent education - some college (includes AA degree)38%
Parent education - college graduate49%
Parent education - graduate school/post graduate44%
Parent education - declined to state29%

Earth Science

All Students12%
Females8%
Males16%
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 disadvantaged14%
Students with disability2%
Students with no reported disability16%
English learner2%
Fluent-English proficient and English only18%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate15%
Parent education - high school graduate16%
Parent education - some college (includes AA degree)12%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state5%

English Language Arts

All Students42%
Females49%
Males35%
African American39%
Asiann/a
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)48%
Economically disadvantaged39%
Non-economically disadvantaged55%
Students with disability27%
Students with no reported disability42%
English learner6%
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduate35%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)48%
Parent education - college graduate59%
Parent education - graduate school/post graduate58%
Parent education - declined to state24%

General Mathematics (Grades 6 & 7 Standards)

All Students8%
Females8%
Males8%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino8%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged7%
Non-economically disadvantaged11%
Students with disability5%
Students with no reported disability8%
English learner4%
Fluent-English proficient and English only10%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate6%
Parent education - high school graduate10%
Parent education - some college (includes AA degree)8%
Parent education - college graduate8%
Parent education - graduate school/post graduaten/a
Parent education - declined to state4%

Geometry

All Students28%
Females25%
Males33%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged24%
Non-economically disadvantaged44%
Students with disabilityn/a
Students with no reported disability29%
English learnern/a
Fluent-English proficient and English only29%
Migrant educationn/a
Gifted and talented50%
Parent education - not a high school graduate26%
Parent education - high school graduate25%
Parent education - some college (includes AA degree)22%
Parent education - college graduate50%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Integrated/Coordinated Science 1

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/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
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 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

Algebra I

All Students17%
Females18%
Males16%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged19%
Non-economically disadvantaged9%
Students with disabilityn/a
Students with no reported disability18%
English learner7%
Fluent-English proficient and English only20%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate19%
Parent education - high school graduate16%
Parent education - some college (includes AA degree)17%
Parent education - college graduate13%
Parent education - graduate school/post graduaten/a
Parent education - declined to state21%

Algebra II

All Students53%
Females44%
Males65%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged51%
Non-economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability53%
English learnern/a
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talented69%
Parent education - not a high school graduate26%
Parent education - high school graduate55%
Parent education - some college (includes AA degree)50%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students22%
Females22%
Males21%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged22%
Non-economically disadvantaged21%
Students with disability16%
Students with no reported disability22%
English learner5%
Fluent-English proficient and English only28%
Migrant educationn/a
Gifted and talented67%
Parent education - not a high school graduate22%
Parent education - high school graduate13%
Parent education - some college (includes AA degree)28%
Parent education - college graduate15%
Parent education - graduate school/post graduaten/a
Parent education - declined to state30%

Chemistry

All Students22%
Females16%
Males30%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino21%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged19%
Non-economically disadvantaged40%
Students with disabilityn/a
Students with no reported disability23%
English learner0%
Fluent-English proficient and English only25%
Migrant educationn/a
Gifted and talented56%
Parent education - not a high school graduate15%
Parent education - high school graduate24%
Parent education - some college (includes AA degree)24%
Parent education - college graduate32%
Parent education - graduate school/post graduaten/a
Parent education - declined to state27%

Earth Science

All Students23%
Females19%
Males26%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged23%
Non-economically disadvantaged22%
Students with disability9%
Students with no reported disability26%
English learner6%
Fluent-English proficient and English only28%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate13%
Parent education - high school graduate27%
Parent education - some college (includes AA degree)31%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state17%

English Language Arts

All Students35%
Females37%
Males33%
African American38%
Asiann/a
Filipinon/a
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged33%
Non-economically disadvantaged43%
Students with disability14%
Students with no reported disability36%
English learner5%
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduate24%
Parent education - high school graduate37%
Parent education - some college (includes AA degree)42%
Parent education - college graduate38%
Parent education - graduate school/post graduate44%
Parent education - declined to state41%

Geometry

All Students13%
Females11%
Males16%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino12%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged13%
Non-economically disadvantaged14%
Students with disabilityn/a
Students with no reported disability13%
English learner0%
Fluent-English proficient and English only15%
Migrant educationn/a
Gifted and talented45%
Parent education - not a high school graduate14%
Parent education - high school graduate12%
Parent education - some college (includes AA degree)12%
Parent education - college graduate17%
Parent education - graduate school/post graduaten/a
Parent education - declined to state13%

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

All Students87%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino88%
White (not Hispanic)n/a
Economically disadvantaged82%
Non-economically disadvantagedn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented85%
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 Students37%
Females33%
Males40%
African American33%
Asiann/a
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)52%
Economically disadvantaged35%
Non-economically disadvantaged42%
Students with disability28%
Students with no reported disability37%
English learner12%
Fluent-English proficient and English only42%
Migrant educationn/a
Gifted and talented84%
Parent education - not a high school graduate26%
Parent education - high school graduate37%
Parent education - some college (includes AA degree)41%
Parent education - college graduate47%
Parent education - graduate school/post graduate33%
Parent education - declined to state46%

World History

All Students26%
Females20%
Males32%
African American20%
Asiann/a
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)44%
Economically disadvantaged25%
Non-economically disadvantaged31%
Students with disability12%
Students with no reported disability28%
English learner6%
Fluent-English proficient and English only31%
Migrant educationn/a
Gifted and talented71%
Parent education - not a high school graduate19%
Parent education - high school graduate25%
Parent education - some college (includes AA degree)28%
Parent education - college graduate32%
Parent education - graduate school/post graduate33%
Parent education - declined to state38%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

Algebra I

All Students11%
Females15%
Males7%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino8%
White (not Hispanic)n/a
Economically disadvantaged8%
Non-economically disadvantaged25%
Students with disabilityn/a
Students with no reported disability11%
English learner3%
Fluent-English proficient and English only13%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate9%
Parent education - high school graduate4%
Parent education - some college (includes AA degree)16%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students8%
Females6%
Males11%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino9%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged10%
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability8%
English learnern/a
Fluent-English proficient and English only6%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate17%
Parent education - high school graduate5%
Parent education - some college (includes AA degree)9%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

Biology/Life Sciences

All Students41%
Females46%
Males35%
African American27%
Asiann/a
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged38%
Non-economically disadvantaged53%
Students with disability5%
Students with no reported disability45%
English learner0%
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduate34%
Parent education - high school graduate37%
Parent education - some college (includes AA degree)57%
Parent education - college graduate53%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students23%
Females12%
Males40%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged21%
Non-economically disadvantaged33%
Students with disabilityn/a
Students with no reported disability24%
English learnern/a
Fluent-English proficient and English only25%
Migrant educationn/a
Gifted and talented63%
Parent education - not a high school graduate24%
Parent education - high school graduate25%
Parent education - some college (includes AA degree)18%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Students22%
Females11%
Males32%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino23%
White (not Hispanic)n/a
Economically disadvantaged20%
Non-economically disadvantaged36%
Students with disability0%
Students with no reported disability26%
English learner4%
Fluent-English proficient and English only30%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate25%
Parent education - high school graduate10%
Parent education - some college (includes AA degree)21%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students36%
Females38%
Males35%
African American30%
Asiann/a
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)47%
Economically disadvantaged35%
Non-economically disadvantaged45%
Students with disability0%
Students with no reported disability38%
English learner3%
Fluent-English proficient and English only42%
Migrant educationn/a
Gifted and talented79%
Parent education - not a high school graduate31%
Parent education - high school graduate34%
Parent education - some college (includes AA degree)50%
Parent education - college graduate49%
Parent education - graduate school/post graduate40%
Parent education - declined to state12%

Geometry

All Students11%
Females9%
Males14%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino13%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged13%
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability11%
English learnern/a
Fluent-English proficient and English only12%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate16%
Parent education - high school graduate11%
Parent education - some college (includes AA degree)11%
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 Students30%
Females23%
Males39%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
White (not Hispanic)13%
Economically disadvantaged30%
Non-economically disadvantaged32%
Students with disabilityn/a
Students with no reported disability30%
English learnern/a
Fluent-English proficient and English only31%
Migrant educationn/a
Gifted and talented59%
Parent education - not a high school graduate24%
Parent education - high school graduate40%
Parent education - some college (includes AA degree)32%
Parent education - college graduate29%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Physics

All Students56%
Femalesn/a
Males61%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged55%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability57%
English learnern/a
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)56%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students33%
Females26%
Males41%
African American37%
Asiann/a
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)41%
Economically disadvantaged32%
Non-economically disadvantaged42%
Students with disability2%
Students with no reported disability37%
English learner9%
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talented68%
Parent education - not a high school graduate27%
Parent education - high school graduate29%
Parent education - some college (includes AA degree)42%
Parent education - college graduate58%
Parent education - graduate school/post graduate38%
Parent education - declined to state26%

World History

All Students7%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino7%
White (not Hispanic)n/a
Economically disadvantaged8%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability9%
English learnern/a
Fluent-English proficient and English only11%
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 - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 83% in 2012.

647 students were tested at this school in 2012.

2012

 
 
78%

2011

 
 
77%

2010

 
 
73%

2009

 
 
73%
Math

The state average for Math was 84% in 2012.

649 students were tested at this school in 2012.

2012

 
 
81%

2011

 
 
78%

2010

 
 
73%

2009

 
 
71%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

See California's state standards

Source: California Department of Education

English Language Arts

All Students78%
Females83%
Males73%
African American69%
Asiann/a
Filipinon/a
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)71%
Declined to staten/a
Economically disadvantaged79%
Non-economically disadvantaged76%
Economic Status Unknown63%
Students with disability24%
Tested with modificationsn/a
English learner47%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students81%
Females78%
Males83%
African American75%
Asiann/a
Filipinon/a
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)75%
Declined to staten/a
Economically disadvantaged81%
Non-economically disadvantaged81%
Economic Status Unknown79%
Students with disability33%
Tested with modificationsn/a
English learner66%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

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

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
Hispanic or Latino 78% 49%
White 9% 28%
African American 8% 7%
Filipino 2% 3%
Asian 1% 8%
American Indian or Alaska Native 0% 1%
Multiple or No Response 0% 3%
Pacific Islander 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 114%N/A24%
Students eligible for free or reduced-price lunch program 267%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 96% 85%
Arabic 2% 1%
Filipino (Pilipino or Tagalog) 1% 1%
All other non-English languages 0% 1%
Cantonese 0% 2%
Hmong 0% 1%
Korean 0% 1%
Mandarin (Putonghua) 0% 1%
Vietnamese 0% 2%
Source: CA Dept. of Education, 2007-2008

College readiness and student pathways

Students typically attend these schools prior to attending this school Ruth O. Harris Middle School
Bloomington Middle School
Read more about resources at this school
Source: Manually entered by a school official.

Teacher experience

  This school District averageState average
Average years teaching in district 9N/A11
Average years teaching 12N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 95%N/A96%
Emergency credential or waiver 1%N/A2%
Source: CA Dept. of Education, 2008-2009

Awards

Academic awards received in the past 3 years
  • AVID National Demonstration School 2007-2010
  • WASC Accredition 2007-2013

Special education / special needs

Specialized programs for specific types of special education students
  • Specific learning disabilities

Arts & music

Visual arts
  • Ceramics
  • Painting
Music
  • Band
  • Choir / Chorus
Performing and written arts
  • Drama
Media arts
  • Video / Film production

Language learning

Bi-lingual or language immersion programs offered
  • French
  • Spanish
Foreign languages taught
  • French
  • Spanish

Gifted & talented

Instructional and/or curriculum models used
  • Accelerated credit learning
  • Honors track
School leaders can update this information here.

School basics

School start time
  • 7:28 a.m.
School end time
  • 2:24 p.m.
School Leader's name
  • Ignacio Cabrera
Fax number
  • (909) 876-6326

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Accelerated credit learning
  • Honors track
Bi-lingual or language immersion programs offered

Don't understand these terms?
  • French
  • Spanish
Specialized programs for specific types of special education students
  • Specific learning disabilities
Foreign languages taught
  • French
  • Spanish
School leaders can update this information here.

Sports

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

Arts & music

Visual arts
  • Ceramics
  • Painting
Music
  • Band
  • Choir / Chorus
Performing arts
  • Drama
Media arts
  • Video / Film production
School leaders can update this information here.

School culture

Dress Code
  • Dress code
School leaders can update this information here.

Apply

 

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What are your chances?

Students typically come from these schools
Ruth O. Harris Middle School
Bloomington Middle School

Planning ahead

Students typically attend these schools after graduating
Cal State Universities
University of California Universities
Notice an inaccuracy? Let us know!

10750 Laurel Avenue
Bloomington, CA 92316
Website: Click here
Phone: (909) 580-5004

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