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GreatSchools Rating

Calexico High School

Public | 9-12 | 2136 students

Last modified
Community Rating

3 stars

Community Rating by Year
2013:
No new ratings
2012:
No new ratings
2011:
Based on 1 rating
2010:
Based on 2 ratings

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Principal leadership

Parent involvement

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15 reviews of this school


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Posted January 31, 2011

Calexico high school is awesome I just moved there from Brawley .. I like it much better. The people are very nice the teachers are great .. And the school events are so much fun never been to a school more spirited and creative !
—Submitted by a student


Posted September 28, 2010

there are several great teachers who strive their hardest to improve a students education, however the administration is abysmal
—Submitted by a student


Posted September 6, 2009

12 Bill Gates Winners, #1 in Imperial County 85% Going to College Rate is also #1 in Imperial County; 33 admitted to UC Riverside, 19 admitted to UC San Diego Wow!
—Submitted by a parent


Posted August 31, 2009

I don't like this school , i hate the new rules and the rule of not hugs not even your friends it sucks, like the new principal or i don't know what is that person mr. Sanchez and his new rules. We have to carry our books and i have to walk to home with books in my hand with the hot! weather more than 105c and this school must be give us 2 books one for home and one for keep it in school at class, and this school isn't following that rule. The school was better like before.
—Submitted by a student


Posted March 16, 2009

Calexico High School is a great school if students know how to get the right classes that will be challenging, also if students would be more respectful for the teachers that are dedicating their full time to teaching.
—Submitted by a student


Posted September 4, 2008

I have read all reviews for CHS and I agree with most of what is written. Just as many schools in CA, there is a lot of room for improvement. It is true that the school is slowly improving in areas like aesthetics, and teacher qualification. However, it is sad to see that some of the problems mentioned in the reviews commented on this website are still a problem. Since 2003, there is definitely not enough support for the growth of CHS. Classes are packed, and the school is CROWDED, the cafeteria is inadequate . Modernization is taking place, but what Calexico needs is a new high school. In addition, my biggest question is how in the world is CUSD still keeping the 9th graders at the jr. high? That is wrong in many aspects. I guess it only happens in Calexico, where we try to fix what was never broken.
—Submitted by a parent


Posted June 21, 2006

This school once again has proven to be a waste for talented people. I think this school needs better preparation and administration for the sake of our children futures.
—Submitted by a parent


Posted April 13, 2006

This school focuses most of its curriculum on English learners and remediation of basic skills. Efforts are made to improve this school but a disfunctional district administration hinders potential.
—Submitted by a teacher


Posted January 12, 2006

With a permanent principal, things are improving slowly. One major issue is student apathy. Another is lack of parental involvement. Only a handful of parents are involved with the school and working with teachers to keep students on task. Parents need to check student homework assignments, communicate with teachers, volunteer to work in the school through the new parent center, and remind their children that the child's number one priority should be the job of student! State testing scores are improving. The high school is the one school keeping the district from being taken over by the state of California as an underperforming district. The quality of academic programs is improving, but some teachers still believe that the students cannot succeed in a rigorous course and 'dumb down' the material. Parents need to be watching closely to see that their children are challenged to produce in the classroom and expected to learn.
—Submitted by a teacher


Posted July 19, 2005

School Facilties need a good 'lift up', grass areas and especially classrooms, lack a great deal of attention; they need to be improved. Strong leadership is required. Teachers do their best with what they got.
—Submitted by a former student


Posted January 26, 2005

i really love this school. Very easy to get involved with your sons academic needs. The teachers are great andmany of them are recognized throughout the state. There are extra curricular activities available to the students.
—Submitted by a former student


Posted August 14, 2004

My child is a current student and Calexico High School adn this school has poor communication with the children and parents. We just got a new principal and most parents were not advised about this new administrator coming to this school. Also there is no comunication with the students teachers have no time to be with the students with such large classes. The classes will now be full and some classes required for graduation will not be taken. The classrooms and supplies that are given to these students are still from when I was attending school. They need to buy chair and desk that actually work. With little changes this highschool can someday become a enviroment for the children to be taught until the changes are made this is no enviroment for children to learn.
—Submitted by a parent


Posted January 10, 2004

To be Honest, Calexico High School does need to have some big changes. There are so many problems with the school and its faculty and the board of education. The school seems more concern with Sports than with education itself. Another problem is with the attitude that students and teachers haved. Students don't really care about the study, and most of the teachers just want the pay and get out of school. Of course this doesn't apply to all the faculty, I have seen several good teachers such as Mr. Orduna, a very respectable teacher with the heart to teach the students. The students from his class care about their study because their teacher cares about them. There should be a mutual relationship between the school and the students. Yes, school should be a place where students learn to have fun, but the priority should be on their education.


Posted December 9, 2003

lack of leadership skills. Students are not informed of what happens in campus nor community (e.g. In 2003, school changed principal without informing students nor parents). Many teachers not qualified--homework nor classwork helps to understand what academic tests require.


Posted December 9, 2003

The district doesn't support the growth of the school community. The teachers are worried more about their salaries than teaching their students.


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

695

Change from
2011 to 2012

+17

API Statewide Rank
(2011)

2 / 10

API Similar Schools Rank (2011)

2 / 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 met all student subgroup API targets for 2012

This school's
API score

695

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

+17

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)

2 / 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 25% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Algebra II

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Biology/Life Sciences

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Earth Science

The state average for Earth Science was 39% 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 57% 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 18% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 48% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Integrated/Coordinated Science 1

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

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.

302 students were tested at this school in 2012.

2012

 
 
6%

2011

 
 
5%

2010

 
 
n/a

2009

 
 
4%
Algebra II

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

263 students were tested at this school in 2012.

2012

 
 
34%

2011

 
 
24%

2010

 
 
n/a

2009

 
 
32%
Biology/Life Sciences

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

723 students were tested at this school in 2012.

2012

 
 
32%

2011

 
 
21%

2010

 
 
n/a

2009

 
 
26%
Chemistry

The state average for Chemistry was 51% in 2012.

2012

 
 
n/a

2011

 
 
45%

2010

 
 
n/a

2009

 
 
n/a
Earth Science

The state average for Earth Science was 35% 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 50% in 2012.

725 students were tested at this school in 2012.

2012

 
 
36%

2011

 
 
28%

2010

 
 
n/a

2009

 
 
34%
Geometry

The state average for Geometry was 17% in 2012.

165 students were tested at this school in 2012.

2012

 
 
5%

2011

 
 
3%

2010

 
 
n/a

2009

 
 
0%
High School (Summative) Mathematics (Grade 9-11)

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Science

The state average for Science was 53% in 2012.

742 students were tested at this school in 2012.

2012

 
 
33%

2011

 
 
30%

2010

 
 
n/a

2009

 
 
32%
World History

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

722 students were tested at this school in 2012.

2012

 
 
26%

2011

 
 
23%

2010

 
 
n/a

2009

 
 
26%
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.

43 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
5%

2010

 
 
n/a

2009

 
 
4%
Algebra II

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

179 students were tested at this school in 2012.

2012

 
 
3%

2011

 
 
2%

2010

 
 
n/a

2009

 
 
2%
Biology/Life Sciences

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

144 students were tested at this school in 2012.

2012

 
 
19%

2011

 
 
12%

2010

 
 
n/a

2009

 
 
9%
Chemistry

The state average for Chemistry was 34% in 2012.

141 students were tested at this school in 2012.

2012

 
 
24%

2011

 
 
17%

2010

 
 
n/a

2009

 
 
2%
Earth Science

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
0%
English Language Arts

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

646 students were tested at this school in 2012.

2012

 
 
32%

2011

 
 
30%

2010

 
 
n/a

2009

 
 
29%
Geometry

The state average for Geometry was 9% in 2012.

149 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
4%

2010

 
 
n/a

2009

 
 
0%
High School (Summative) Mathematics (Grade 9-11)

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

181 students were tested at this school in 2012.

2012

 
 
23%

2011

 
 
23%

2010

 
 
n/a

2009

 
 
43%
Physics

The state average for Physics was 56% in 2012.

36 students were tested at this school in 2012.

2012

 
 
33%

2011

 
 
44%

2010

 
 
n/a

2009

 
 
17%
U.S. History

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

633 students were tested at this school in 2012.

2012

 
 
35%

2011

 
 
30%

2010

 
 
n/a

2009

 
 
30%
World History

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

17 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
14%

2010

 
 
n/a

2009

 
 
29%
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

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 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

Earth Science

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

English Language Arts

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

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
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
American Indian or Alaska Nativen/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

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 Students6%
Females8%
Males4%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino6%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged6%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disability6%
English learner5%
Fluent-English proficient and English only9%
Migrant education0%
Gifted and talentedn/a
Parent education - not a high school graduate5%
Parent education - high school graduate7%
Parent education - some college (includes AA degree)3%
Parent education - college graduate14%
Parent education - graduate school/post graduate5%
Parent education - declined to state0%

Algebra II

All Students34%
Females31%
Males38%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged33%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability33%
English learner13%
Fluent-English proficient and English only38%
Migrant education39%
Gifted and talented71%
Parent education - not a high school graduate24%
Parent education - high school graduate37%
Parent education - some college (includes AA degree)32%
Parent education - college graduate35%
Parent education - graduate school/post graduate39%
Parent education - declined to state40%

Biology/Life Sciences

All Students32%
Females30%
Males35%
African Americann/a
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)n/a
Economically disadvantaged33%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disability34%
English learner8%
Fluent-English proficient and English only59%
Migrant education27%
Gifted and talented90%
Parent education - not a high school graduate20%
Parent education - high school graduate31%
Parent education - some college (includes AA degree)40%
Parent education - college graduate42%
Parent education - graduate school/post graduate47%
Parent education - declined to state32%

Chemistry

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

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
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 Students36%
Females39%
Males33%
African Americann/a
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)n/a
Economically disadvantaged36%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disability37%
English learner7%
Fluent-English proficient and English only66%
Migrant education27%
Gifted and talented91%
Parent education - not a high school graduate25%
Parent education - high school graduate30%
Parent education - some college (includes AA degree)44%
Parent education - college graduate48%
Parent education - graduate school/post graduate53%
Parent education - declined to state30%

Geometry

All Students5%
Females4%
Males7%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino5%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged5%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability6%
English learner4%
Fluent-English proficient and English only7%
Migrant education0%
Gifted and talentedn/a
Parent education - not a high school graduate7%
Parent education - high school graduate6%
Parent education - some college (includes AA degree)6%
Parent education - college graduate0%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/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 Students33%
Females33%
Males32%
African Americann/a
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)n/a
Economically disadvantaged33%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disability34%
English learner9%
Fluent-English proficient and English only58%
Migrant education20%
Gifted and talented86%
Parent education - not a high school graduate19%
Parent education - high school graduate31%
Parent education - some college (includes AA degree)37%
Parent education - college graduate46%
Parent education - graduate school/post graduate49%
Parent education - declined to state37%

World History

All Students26%
Females20%
Males32%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged26%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disability27%
English learner9%
Fluent-English proficient and English only43%
Migrant education20%
Gifted and talented45%
Parent education - not a high school graduate22%
Parent education - high school graduate22%
Parent education - some college (includes AA degree)28%
Parent education - college graduate34%
Parent education - graduate school/post graduate36%
Parent education - declined to state20%
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 Students0%
Females0%
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability0%
English learner0%
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students3%
Females2%
Males4%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged3%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability3%
English learner3%
Fluent-English proficient and English only3%
Migrant education4%
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate2%
Parent education - some college (includes AA degree)5%
Parent education - college graduate3%
Parent education - graduate school/post graduaten/a
Parent education - declined to state10%

Biology/Life Sciences

All Students19%
Females11%
Males24%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino19%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged19%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability20%
English learner7%
Fluent-English proficient and English only37%
Migrant education16%
Gifted and talentedn/a
Parent education - not a high school graduate13%
Parent education - high school graduate24%
Parent education - some college (includes AA degree)15%
Parent education - college graduate21%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students24%
Females12%
Males43%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged24%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability24%
English learnern/a
Fluent-English proficient and English only26%
Migrant education19%
Gifted and talentedn/a
Parent education - not a high school graduate21%
Parent education - high school graduate25%
Parent education - some college (includes AA degree)35%
Parent education - college graduate20%
Parent education - graduate school/post graduate17%
Parent education - declined to state18%

Earth Science

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

English Language Arts

All Students32%
Females36%
Males29%
African Americann/a
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)n/a
Economically disadvantaged32%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disability34%
English learner3%
Fluent-English proficient and English only56%
Migrant education27%
Gifted and talented100%
Parent education - not a high school graduate22%
Parent education - high school graduate25%
Parent education - some college (includes AA degree)40%
Parent education - college graduate44%
Parent education - graduate school/post graduate45%
Parent education - declined to state30%

Geometry

All Students0%
Females0%
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability0%
English learner0%
Fluent-English proficient and English only0%
Migrant education0%
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)0%
Parent education - college graduate0%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students23%
Females18%
Males32%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged24%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability24%
English learnern/a
Fluent-English proficient and English only25%
Migrant education25%
Gifted and talented55%
Parent education - not a high school graduate21%
Parent education - high school graduate42%
Parent education - some college (includes AA degree)24%
Parent education - college graduate20%
Parent education - graduate school/post graduate25%
Parent education - declined to state14%

Physics

All Students33%
Females22%
Males44%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged33%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability33%
English learnern/a
Fluent-English proficient and English only32%
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

U.S. History

All Students35%
Females29%
Males40%
African Americann/a
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)n/a
Economically disadvantaged35%
Non-economically disadvantagedn/a
Students with disability3%
Students with no reported disability37%
English learner8%
Fluent-English proficient and English only56%
Migrant education25%
Gifted and talented92%
Parent education - not a high school graduate24%
Parent education - high school graduate28%
Parent education - some college (includes AA degree)38%
Parent education - college graduate49%
Parent education - graduate school/post graduate42%
Parent education - declined to state38%

World History

All Students0%
Females0%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability0%
English learner0%
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
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.

742 students were tested at this school in 2012.

2012

 
 
71%

2011

 
 
73%

2010

 
 
67%

2009

 
 
69%
Math

The state average for Math was 84% in 2012.

740 students were tested at this school in 2012.

2012

 
 
79%

2011

 
 
76%

2010

 
 
75%

2009

 
 
77%
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 Students71%
Females77%
Males66%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Declined to staten/a
Economically disadvantaged71%
Non-economically disadvantagedn/a
Economic Status Unknownn/a
Students with disability23%
Tested with modificationsn/a
English learner51%
Language Fluency Unknownn/a
Migrant education62%

Math

All Students79%
Females83%
Males75%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Declined to staten/a
Economically disadvantaged79%
Non-economically disadvantagedn/a
Economic Status Unknownn/a
Students with disability22%
Tested with modificationsn/a
English learner66%
Language Fluency Unknownn/a
Migrant education78%
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 98% 49%
Asian 1% 8%
African American 0% 7%
American Indian or Alaska Native 0% 1%
Filipino 0% 3%
Multiple or No Response 0% 3%
Pacific Islander 0% 1%
White 0% 28%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 146%N/A24%
Students eligible for free or reduced-price lunch program 270%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 99% 85%
All other non-English languages 0% 1%
Arabic 0% 1%
Cantonese 0% 2%
Japanese 0% 0%
Mandarin (Putonghua) 0% 1%
Portuguese 0% 0%
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 9N/A11
Average years teaching 10N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 87%N/A96%
Emergency credential or waiver 13%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

1030 Encinas Avenue
Calexico, CA 92231
Website: Click here
Phone: (760) 768-3980

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