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Teacher quality
Principal leadership
Parent involvement
This is an excellent school. All the teachers of my daughter are outstanding. She is a senior and ready to go to college. This school has empowered her with knowledge and high level of education.
—Submitted by a parent
I love this school! And all the people including teachers and students are very friendly!
—Submitted by a student
It's a great school for the arts, music and drama. All the kids seem to get along no matter what "group" they belong to.
—Submitted by a parent
My student came to Liberty as a junior and we were a tad worried about transferring him at such a critical time; however, these fears were needless as the counselling dept., and faculty bent over backwards to make sure he had a smooth transition. Also, it's a two-way street. You have to be involved in what is going on at school and not expect school to do everything with 2,000+ students. When you make it your business to stay on top of things everyone at Liberty works with you. As far as rude students, what school doesn't have their share of those???
—Submitted by a parent
I attended Liberty High School for a total of two days. Just from that small amount of time, I can honestly say that this school is terrible. The only thing that I liked about it was the counselor who helped me find an alternative to that school. The other students are rude, judgmental, and cruel. I met one nice girl and she agreed that a lot of the students there are not good people. I was extremely disappointed with the teachers as well. They have no concern for their students, at least that was my experience. I highly suggest not attending this school if you want a good education and a welcoming environment.
—Submitted by a student
Liberty is an excellent school, and I'm grateful to say this because I am a student there. Though our football team isn't the greatest other sports such as wrestling and girls volleyball make up for it. We also have great academies that let us (the students) explore and learn in many ways other than sitting in class taking notes. Now, I'm not saying that Liberty doesn't have any flaws, we do, our school is older and some teachers don't have as much passion for the subject being taught as their should co-workers, but the students truthfully make up for all the flaws. Liberty High is a crucial part of the little city. It definatley shows that Liberty makes a difference every Homecoming when the stands are filled or when the opening night of a theater production. The school has spirit and is amazing.
—Submitted by a student
Overall Liberty is a great school. Of course like any other schools it has its faults, but I can honestly say that both my daughter and son really enjoy going to this scool. There are some great teachers that are very passinate about their jobs, great programs; and if you really want to get involve there are ways. The students have spirit and pride in the school with great academies and drama group.
—Submitted by a parent
All you parents complaining about your students failing, thats not only the teachers responsibility to contact you but your sons/daughters as well. Liberty is a very educational school but your children actually need to go to school not ditch and pay attention. Its not the teachers fault that your children want to go to burger king and eat instead of going to class and learning.
—Submitted by a student
Liberty was an above average school as recently as 5 years ago. It is now on a downhill slide, as is the WHOLE district if you look at the stats, due to inept, over dominate, over paid district office managment, that tells the disconnected school board how business should be done, while the community lies silent. Liberty had soaring scores in 2005 partly due to things like an innovative literacy program, once highlighted in the news, that became invisible due to managment changes shortly after. It has suffered under an underfunded 4X4 block schedule shoved down its throat by the superintendent after lying to teachers. It is currently embroiled in several lawsuits so I would say...look to the district for answers on why Liberty is not where it should be.
Liberty High School is a disapointment in education, we recently moved here from out of state, and my son was promised a great education. We enrolled at Liberty expecting nothing but the best for our son and were presented with a faulty faculty, terrible administration, and very rude students. The violence that these students commit goes under the faculties noses and when alerted to these problems administration does nothing. Additionally all the money goes to football and cheerleading. Football has been losing for the last 3 years and the money needs to go somewhere else. The drama department however, is well deserving of this money, and so are many other sports such as tennis, golf, and other activities. Overall the school is faulty and I can see this school landing in the governments hands within a matter of years.
—Submitted by a parent
Liberty High School is one with great opportunities for your children to grow and learn the tools for success as they become young adults. Although the 'small town' feeling has slowly disappeared over the last few years, students and their families are still able to take pride in its history. There are many teachers who have dedicated so many hours of their personnel time to the future success of their students.
—Submitted by a student
i went to liberty from the fall of 2002 through the spring of 2006. my experience there was a good one. i see a lot of parents dissapointed with teachers for not contacting them when their kid is late to class or is getting a low grade. high school is a time to grow up, its up to your child to do well, show up on time, and not get into trouble. its not a teachers job to pass children its their job to give and education and if your child is not passing its his or her own fault. liberty high is a great school with a stellar leadership program, performing arts, sports and plenty of clubs and activities. look a little into the school and the teachers before you complain about it too much
—Submitted by a parent
Liberty has problems. The greatest of which is leadership. The Athletic program has suffered greatly in this vacuum. The Campus is in disrepair and crumbling while the Board puts forth Bond issues to the community for new school construction (last 80+ million $ issue failed at the ballot box). Sad to see a once proud school allowed to die.
—Submitted by a teacher
I also am a student, and have found my educational experience to be disappointing. Liberty does have a dedicated core of teachers who care about students. However, if the student is not lucky enough to get them, the 'counselors' are inattentive and unhelpful, and the administration plays favorites and punishes faculty who speak out against the system. The 4x4 block schedule is only helpful in the event that a student is involved in neither the AP program, which is difficult to participate in, nor the performing arts program, which is absolutely stellar,despite setbacks. Overall, I found my academic career to be quite lacking.
—Submitted by a student
Overall, Liberty has been a disappointment. Your child has a 50/50 chance of getting a teacher committed to your child's education. Communication with administration is poor. Teacher communication is also unreliable- maybe it's the administration that sets the example. Liberty had a top-notch football program in 05, this year was a very disappointing season. To date Liberty doesn't have any football coaches (and it's not lack of applicants)while the other two high schools are well into spring training.
—Submitted by a parent
I think that Liberty High School is a great school! Some of you blame the teachers because they haven't gotten in contact with you because your child is failing...but think about it...that is not their responsibility...it is your child's. And if you have a problem with the programs and extracurriculars...you can change it. Yes it would be wonderful if freshman were allowed to take advanced placement classes. So do something about it. There is always something to change. Liberty is a great environment for our children...and if you want to change it for the better...than by all means get involved and make this great school even better!
—Submitted by a student
I'm dissapointed with Liberty too. Teachers do not get in contact with you, especially when your child is near failing. I did however meet a wonderful math teacher who was on top of it. She contacted me immediatly when necessary and replied to my emails almost immediately.
—Submitted by a parent
The scores are stunning at liberty. Very strong. You can't argue with that. There must have been many good things going on there in the past few years to produce increases like that. Of course, it isn't perfect but take a look and compare it to other schools around. Learn more about the school. Get more involved. Schools need parents to be most successful and liberty has a long running track record of mediocre parental involvement. Just my 2 cents....
—Submitted by a parent
Classes are overcrowded. Teacher communication wtih parents is minimal at best. Parent Teacher conferences are reserved for problem children. My child received an 'F' in a class and the teacher did not once reach out to me even though he had my e-mail address from a previous e-mail I sent asking him to inform me of any problems with schoolwork or behavior. Teachers do not post homework out on ParentConnect which would be a very useful tool if teachers participated by using it as intended.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 25% in 2012.
288 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
24 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
205 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
286 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
505 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
177 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
53 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
116 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
246 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
157 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
26 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
439 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
212 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
12 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
425 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
447 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 10% in 2012.
18 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
109 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
106 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
198 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
446 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
146 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
106 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
22 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
441 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
16 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 33% |
| Females | 38% |
| Males | 30% |
| African American | 13% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 36% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 35% |
| Students with disability | n/a |
| Students with no reported disability | 34% |
| English learner | 19% |
| Fluent-English proficient and English only | 35% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 46% |
| Parent education - high school graduate | 26% |
| Parent education - some college (includes AA degree) | 35% |
| Parent education - college graduate | 33% |
| Parent education - graduate school/post graduate | 36% |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | n/a |
| Males | 69% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 73% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 77% |
| Males | 84% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 66% |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 72% |
| Parent education - declined to state | n/a |
| All Students | 41% |
| Females | 35% |
| Males | 47% |
| African American | 13% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 49% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 46% |
| Students with disability | 17% |
| Students with no reported disability | 44% |
| English learner | 12% |
| Fluent-English proficient and English only | 45% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 43% |
| Parent education - graduate school/post graduate | 46% |
| Parent education - declined to state | n/a |
| All Students | 70% |
| Females | 75% |
| Males | 66% |
| African American | 47% |
| Asian | 55% |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 75% |
| Students with disability | 7% |
| Students with no reported disability | 72% |
| English learner | 29% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 55% |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 70% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 44% |
| Females | 37% |
| Males | 52% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 41% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 50% |
| Students with disability | n/a |
| Students with no reported disability | 45% |
| English learner | n/a |
| Fluent-English proficient and English only | 47% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 9% |
| Parent education - high school graduate | 31% |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | 65% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 13% |
| Females | 9% |
| Males | 16% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 10% |
| Economically disadvantaged | 17% |
| Non-economically disadvantaged | 11% |
| Students with disability | n/a |
| Students with no reported disability | 14% |
| English learner | n/a |
| Fluent-English proficient and English only | 7% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 14% |
| Parent education - some college (includes AA degree) | 6% |
| Parent education - college graduate | 9% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 26% |
| Females | 25% |
| Males | 28% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 23% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 23% |
| Students with disability | n/a |
| Students with no reported disability | 26% |
| English learner | n/a |
| Fluent-English proficient and English only | 26% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 30% |
| Parent education - college graduate | 13% |
| Parent education - graduate school/post graduate | 27% |
| Parent education - declined to state | n/a |
| All Students | 44% |
| Females | 42% |
| Males | 45% |
| African American | 44% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 46% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 49% |
| Students with disability | 22% |
| Students with no reported disability | 46% |
| English learner | 35% |
| Fluent-English proficient and English only | 44% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 43% |
| Parent education - graduate school/post graduate | 45% |
| Parent education - declined to state | n/a |
| All Students | 42% |
| Females | 41% |
| Males | 46% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 34% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 46% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 42% |
| Students with disability | n/a |
| Students with no reported disability | 43% |
| English learner | n/a |
| Fluent-English proficient and English only | 43% |
| Migrant education | n/a |
| Gifted and talented | 76% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 41% |
| Parent education - graduate school/post graduate | 58% |
| Parent education - declined to state | n/a |
| All Students | 27% |
| Females | n/a |
| Males | 41% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 18% |
| Students with disability | 20% |
| Students with no reported disability | 36% |
| English learner | 8% |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 57% |
| Females | 62% |
| Males | 51% |
| African American | 50% |
| Asian | 57% |
| Filipino | 44% |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 64% |
| Students with disability | 15% |
| Students with no reported disability | 60% |
| English learner | 15% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | n/a |
| All Students | 12% |
| Females | 13% |
| Males | 11% |
| African American | 8% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 11% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 15% |
| Economically disadvantaged | 11% |
| Non-economically disadvantaged | 13% |
| Students with disability | n/a |
| Students with no reported disability | 13% |
| English learner | 6% |
| Fluent-English proficient and English only | 13% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 4% |
| Parent education - high school graduate | 14% |
| Parent education - some college (includes AA degree) | 11% |
| Parent education - college graduate | 18% |
| Parent education - graduate school/post graduate | 23% |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 75% |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 61% |
| Females | 62% |
| Males | 59% |
| African American | 54% |
| Asian | 57% |
| Filipino | 53% |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 66% |
| Students with disability | 32% |
| Students with no reported disability | 62% |
| English learner | 21% |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 49% |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | n/a |
| All Students | 50% |
| Females | 45% |
| Males | 57% |
| African American | 39% |
| Asian | n/a |
| Filipino | 53% |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 56% |
| Students with disability | 22% |
| Students with no reported disability | 54% |
| English learner | 15% |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | 85% |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | 61% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 17% |
| Females | n/a |
| Males | 9% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 9% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 25% |
| Students with disability | n/a |
| Students with no reported disability | 17% |
| English learner | n/a |
| Fluent-English proficient and English only | 23% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 11% |
| Females | 10% |
| Males | 12% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 12% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 8% |
| Economically disadvantaged | 15% |
| Non-economically disadvantaged | 10% |
| Students with disability | n/a |
| Students with no reported disability | 11% |
| English learner | n/a |
| Fluent-English proficient and English only | 10% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 9% |
| Parent education - some college (includes AA degree) | 4% |
| Parent education - college graduate | 9% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 57% |
| Females | 62% |
| Males | 52% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 26% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | 67% |
| Students with disability | 9% |
| Students with no reported disability | 63% |
| English learner | 7% |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 20% |
| Parent education - high school graduate | 37% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 11% |
| Females | 9% |
| Males | 15% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 12% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 13% |
| Economically disadvantaged | 16% |
| Non-economically disadvantaged | 10% |
| Students with disability | n/a |
| Students with no reported disability | 11% |
| English learner | 0% |
| Fluent-English proficient and English only | 12% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 11% |
| Parent education - high school graduate | 10% |
| Parent education - some college (includes AA degree) | 12% |
| Parent education - college graduate | 9% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 52% |
| Females | 52% |
| Males | 52% |
| African American | 38% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 55% |
| Students with disability | 25% |
| Students with no reported disability | 53% |
| English learner | 8% |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 41% |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 57% |
| Parent education - declined to state | n/a |
| All Students | 9% |
| Females | 8% |
| Males | 11% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 5% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 7% |
| Economically disadvantaged | 10% |
| Non-economically disadvantaged | 9% |
| Students with disability | n/a |
| Students with no reported disability | 9% |
| English learner | 0% |
| Fluent-English proficient and English only | 10% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 10% |
| Parent education - high school graduate | 8% |
| Parent education - some college (includes AA degree) | 10% |
| Parent education - college graduate | 9% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 33% |
| Females | 23% |
| Males | 42% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 21% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 32% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 32% |
| Students with disability | n/a |
| Students with no reported disability | 32% |
| English learner | n/a |
| Fluent-English proficient and English only | 31% |
| Migrant education | n/a |
| Gifted and talented | 59% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 14% |
| Parent education - some college (includes AA degree) | 31% |
| Parent education - college graduate | 37% |
| Parent education - graduate school/post graduate | 43% |
| Parent education - declined to state | n/a |
| All Students | 91% |
| Females | n/a |
| Males | 88% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 46% |
| Females | 39% |
| Males | 54% |
| African American | 19% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 49% |
| Students with disability | 16% |
| Students with no reported disability | 49% |
| English learner | 9% |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | 60% |
| Parent education - declined to state | n/a |
| All Students | 0% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 0% |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
486 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
484 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 88% |
| Females | 89% |
| Males | 86% |
| African American | 80% |
| Asian | 71% |
| Filipino | 94% |
| Hispanic or Latino | 80% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Declined to state | 93% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 93% |
| Economic Status Unknown | n/a |
| Students with disability | 47% |
| Tested with modifications | n/a |
| English learner | 57% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 87% |
| Females | 86% |
| Males | 88% |
| African American | 68% |
| Asian | 93% |
| Filipino | 94% |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Declined to state | 86% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 92% |
| Economic Status Unknown | n/a |
| Students with disability | 40% |
| Tested with modifications | n/a |
| English learner | 60% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 54% | 28% | ||
| Hispanic or Latino | 33% | 49% | ||
| African American | 6% | 7% | ||
| Filipino | 3% | 3% | ||
| Asian | 2% | 8% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Multiple or No Response | 0% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 10% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 24% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 90% | 85% | ||
| Filipino (Pilipino or Tagalog) | 4% | 1% | ||
| All other non-English languages | 1% | 1% | ||
| Vietnamese | 1% | 2% | ||
| Arabic | 0% | 1% | ||
| Mandarin (Putonghua) | 0% | 1% | ||
| Portuguese | 0% | 0% | ||
| Russian | 0% | 0% | ||
| Taiwanese | 0% | 0% | ||
| Tongan | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 27 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 97% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| School Leader's name |
|
| Special schedule |
|
| Fax number |
|
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850 Second Street
Brentwood,
CA 94513
Phone: (925) 634-3521
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