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Teacher quality
Principal leadership
Parent involvement
ACHS is a great school. I'm very happy that I decided to take my own children here instead of in the city where they live. The administration is supportive and consistent, and the teachers are available for their students and care about learning. I wouldn't want to teach anywhere else!
—Submitted by a teacher
Great school API 869. Great staff and Principal. Mr Lipman is an Award winning Principal.
—Submitted by a parent
Great school. Teachers seem to really are about the students. Some special teachers make material exciting and interesting.
—Submitted by a parent
The CP classes are far too simple and the honors classes are hit and miss, mainly just tons of homework. The classes are filled to the maximum and the best teachers are extremely difficult to get. Outstanding teachers are rare; most are average. On site daycare for children of students (Little Scorps) - and there is actually a daycare elective (students care for students' children). Volleyball program unorganized and political. Office staff ok. Counselors overworked, stressed but kind. Lipman is a difficult person to deal with, terrible bedside manner and seems to care little about students. Very unwelcoming to parents and students.
—Submitted by a parent
Here's what all the locals already know: in the last few years, so many unhappy parents/students have transferred out of this school to Newbury Park High School (which is in a different district), that now Oxnard Union District won't allow any more transfers. See Ventura County Star article on 1-12-12, "Oxnard Union High School District to tighten its transfer policies". Says everything about the attitude, doesn't it, that the District's response to unhappy parents/kids is not to improve, but just restrict people from leaving.
—Submitted by a parent
Been trying to get help about an issue im having at this high school for about two weeks now. Been sent to four different people and all they have done is sent me in a circle around to each other. Who knew it was so hard to get a little help. If there were a choice for no stars to rate this school i surely would have been glad to choose it. People in the office don't care about the kids. and now it comes to my attention that they don't even care when the parents get involved. Not helping means not doing their job. Long story made short... the people who work at this school are the most irresponsible people i have ever come across. I would suggest transferring to another school if your headed for Camarillo High.
—Submitted by a student
Administration does not crack down on drugs like they say they do. Trust me, they don't! Teachers often seem to hate their job, or teach too slow or fast! Aside from sports and our acheivements not mentioned, I would NEVER go here
—Submitted by a student
It' the best. Lots of learning and fun times. We're going on the third generation there.
—Submitted by a parent
Staff and administration are very self serving. Office staff is never availible to children or parents with questions or help. Students are often picked on by teaching staff.
—Submitted by a parent
I attended this school for my 9th grade year. My school before was very good, but the classes were few. I was excited that there were quite a few classes offered at ACHS. However, many of my teachers seemed uninterested in their topics and led to unexciting classes. When teachers aren't motivated it makes kids less interested and, in my situation, led to dropping grade reports due to the fact I wasn't interested in the class.
—Submitted by a student
My son graduated from here and was very ill prepared for college. Too many dinosaur teachers. The high school district Oxnard Union has no commitment to Camarillo and justs wants their tax dollars. If you want a first rate high school education go to a Conej Valley school.
—Submitted by a parent
Camarillo High School does not exceed in creating and accepting a diverse enviroment
—Submitted by a student
The entire administration team has improved the quality of learning at ACHS. I considered sending my child elsewhere, but am very please that I didn't. The principal listens to the parents. There are many opportunities for parent involvement. The school has a very strong and capable PTSA. Thank you to administration, teachers, and involved parents for your outstanding job.
—Submitted by a parent
I to agree that ACHS is a wonderful high school. The teamwork between administration, teachers, and parents have truly made it an amazing school.
—Submitted by a parent
I am a parent of a just graduated senior and a junior at ACHS. By transferring out the prior principal and replacing her with a former well- liked teacher at ACHS, who was also assistant principal at another district school; ACHS has returned to being a wonderful place to learn. This improvement has made a 100% difference in the atmosphere of the school and attitude of the teachers and counselors, and that reflects in the students attitudes. There are of course, teachers who need to retire and teachers who don't relate well to student, as at any school; however, Mr Lipman Principal, is invested in making this school the best it can be, and it shows! All athletes are expected to be scholars first (not instead of) and there have been great gains in the Arts program,performing and otherwise. I just wish they had a pool, but they use community pools. Great school!
—Submitted by a parent
Camarillo High has been great to our family. I graduated in 1976 and our son and daughter in 2005 and 2008 respectively. Most of the teachers are dedicated and care about the kids. The administration is second to none and really understand students' needs and have created a positive environment.
—Submitted by a parent
I have a son at ACHS starting his 3rd year in the fall. I believe ACHS has really turned around under the leadership of the new principle (Lipman). They encourage the kids to try out more challenging classes if they are motivated to do so. I just watched a presentation from their band, drum core, Winter guard, and saw their choir perform. I have seen Mr. Lipman at band competitions. This is a school that supports the arts as well as academics. I am upset that many choose to send their kids to Newbury Park high over their own district. This I believe is hurting our schools financially. Also, I researched the IB vs. the AP programs and found that one is not any better than the other. I think ACHS is doing a great job with the resources they have!Winter guard ans
—Submitted by a parent
My son is now in college and was very ill per repared. My other son is nphs and he is very happy. Terrible school, low scores,as comp. to conejo valley! don't go to this school!
—Submitted by a parent
My daughter graduated just a year ago. Overall, the entire four year experience was not good and a struggle. If a student is a good student, they can survive anywhere. The students that needed the help and encouragement are just left to fall through the cracks. There are a couple of good, caring faculty and staff, but not enough to make the environment one where kids want to be. Everything is focused on sports and there is no emphasis on the arts. It surprises me in a community like this one that we have no interest or support of dance, drama and music. My son will start high school in the Fall and we have been fortunate enough to get him transferred to Newbury Park HS. Between the rampant drug problem at Camarillo and the lack of interest in engaging ALL students, I don't think he will miss much.
—Submitted by a parent
I am a student and I came from the Oak Park Unified School District in 05-06. I think this is a better school for me. This school district has more freedom for kids (more flexible) and has less homework so the classes are less stressful and I am getting better grades.
—Submitted by a student
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
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.
386 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
485 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
658 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.
259 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.
243 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
185 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
594 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
597 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
161 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.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
589 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
594 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.
151 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
103 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
37 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
281 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
69 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
507 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
42 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.
198 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
505 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% 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 | 41% |
| Females | 40% |
| Males | 43% |
| African American | 33% |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 50% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 43% |
| Students with disability | 10% |
| Students with no reported disability | 45% |
| English learner | 31% |
| Fluent-English proficient and English only | 42% |
| Migrant education | n/a |
| Gifted and talented | 80% |
| Parent education - not a high school graduate | 30% |
| Parent education - high school graduate | 31% |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | 51% |
| Parent education - declined to state | 33% |
| 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 | 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 |
| Other 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 |
| All Students | 69% |
| Females | 59% |
| Males | 79% |
| African American | 75% |
| Asian | 76% |
| Filipino | 75% |
| Hispanic or Latino | 57% |
| 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) | 83% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 72% |
| Students with disability | 51% |
| Students with no reported disability | 72% |
| English learner | 32% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 39% |
| Parent education - high school graduate | 60% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 76% |
| Parent education - declined to state | 62% |
| All Students | 76% |
| Females | 76% |
| Males | 77% |
| African American | 54% |
| Asian | 92% |
| Filipino | 96% |
| Hispanic or Latino | 62% |
| 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) | 86% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 79% |
| Students with disability | 53% |
| Students with no reported disability | 78% |
| English learner | 40% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 44% |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 69% |
| 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 | 79% |
| Females | 77% |
| Males | 82% |
| African American | n/a |
| Asian | 92% |
| Filipino | 88% |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 83% |
| 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 | 48% |
| Females | 51% |
| Males | 44% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 52% |
| Students with disability | 16% |
| Students with no reported disability | 55% |
| English learner | 15% |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | 87% |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 49% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 49% |
| Parent education - graduate school/post graduate | 47% |
| Parent education - declined to state | 39% |
| All Students | 74% |
| Females | 71% |
| Males | 78% |
| African American | n/a |
| Asian | 86% |
| Filipino | 63% |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 83% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 81% |
| Males | 80% |
| African American | n/a |
| Asian | 97% |
| Filipino | 86% |
| Hispanic or Latino | 67% |
| 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 | 62% |
| Non-economically disadvantaged | 85% |
| Students with disability | 36% |
| Students with no reported disability | 85% |
| English learner | 24% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 46% |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 84% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | 74% |
| 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 |
| Other 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 |
| 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 | 71% |
| Females | 71% |
| Males | 71% |
| African American | n/a |
| Asian | 95% |
| Filipino | 83% |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 76% |
| Students with disability | 27% |
| Students with no reported disability | 76% |
| English learner | 17% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 30% |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | 55% |
| All Students | 46% |
| Females | 39% |
| Males | 54% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 48% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 44% |
| 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 | 55% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 41% |
| Parent education - graduate school/post graduate | 50% |
| Parent education - declined to state | 50% |
| 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 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 | 84% |
| Females | 86% |
| Males | 84% |
| African American | n/a |
| Asian | 97% |
| Filipino | 86% |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 89% |
| Students with disability | 45% |
| Students with no reported disability | 88% |
| English learner | 39% |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 55% |
| Parent education - high school graduate | 74% |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | 76% |
| All Students | 71% |
| Females | 63% |
| Males | 77% |
| African American | n/a |
| Asian | 89% |
| Filipino | 76% |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 75% |
| Students with disability | 37% |
| Students with no reported disability | 74% |
| English learner | 25% |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 41% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | 68% |
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 | 53% |
| Females | 58% |
| Males | 49% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 52% |
| Students with disability | 7% |
| Students with no reported disability | 64% |
| English learner | 17% |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 63% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | 46% |
| Parent education - declined to state | 44% |
| All Students | 24% |
| Females | 15% |
| Males | 32% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 18% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 29% |
| Economically disadvantaged | 11% |
| Non-economically disadvantaged | 27% |
| Students with disability | n/a |
| Students with no reported disability | 24% |
| English learner | n/a |
| Fluent-English proficient and English only | 24% |
| Migrant education | n/a |
| Gifted and talented | 35% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 16% |
| Parent education - college graduate | 29% |
| Parent education - graduate school/post graduate | 30% |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | 80% |
| Males | 58% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| 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 | 83% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 72% |
| Males | 78% |
| African American | n/a |
| Asian | 94% |
| Filipino | 90% |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 47% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | 82% |
| All Students | 58% |
| Females | 45% |
| Males | 68% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 51% |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | n/a |
| Fluent-English proficient and English only | 59% |
| 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) | 56% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 67% |
| Parent education - declined to state | n/a |
| All Students | 71% |
| Females | 75% |
| Males | 69% |
| African American | n/a |
| Asian | 80% |
| Filipino | 79% |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 77% |
| Students with disability | 18% |
| Students with no reported disability | 76% |
| English learner | 33% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 39% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 67% |
| All Students | 17% |
| Females | 16% |
| Males | 17% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 12% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 16% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 17% |
| Students with disability | n/a |
| Students with no reported disability | 15% |
| English learner | n/a |
| Fluent-English proficient and English only | 18% |
| 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) | 0% |
| Parent education - college graduate | 23% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 60% |
| Females | 56% |
| Males | 64% |
| African American | n/a |
| Asian | 79% |
| Filipino | 67% |
| Hispanic or Latino | 34% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | n/a |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 69% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 69% |
| 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 | 74% |
| Females | 69% |
| Males | 78% |
| African American | n/a |
| Asian | 84% |
| Filipino | 86% |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 80% |
| Students with disability | 36% |
| Students with no reported disability | 78% |
| English learner | 28% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 40% |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 79% |
| 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 - 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.
607 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
605 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 | 95% |
| Females | 95% |
| Males | 95% |
| African American | n/a |
| Asian | 97% |
| Filipino | 100% |
| Hispanic or Latino | 91% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 98% |
| Declined to state | n/a |
| Economically disadvantaged | 87% |
| Non-economically disadvantaged | 98% |
| Economic Status Unknown | 82% |
| Students with disability | 72% |
| Tested with modifications | 0% |
| English learner | 58% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 95% |
| Females | 93% |
| Males | 96% |
| African American | n/a |
| Asian | 97% |
| Filipino | 97% |
| Hispanic or Latino | 91% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 98% |
| Declined to state | n/a |
| Economically disadvantaged | 87% |
| Non-economically disadvantaged | 97% |
| Economic Status Unknown | 89% |
| Students with disability | 72% |
| Tested with modifications | 0% |
| English learner | 74% |
| 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
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 52% | 28% | ||
| Hispanic or Latino | 31% | 49% | ||
| Asian | 7% | 8% | ||
| Filipino | 4% | 3% | ||
| Multiple or No Response | 3% | 3% | ||
| African American | 2% | 7% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 12% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 15% | N/A | 52% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 27 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 13 | N/A | 11 |
| Average years teaching | 16 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 93% | N/A | 96% |
| Emergency credential or waiver | 1% | N/A | 2% |
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Tips for understanding school culture
| Dress Code |
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TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.
4660 Mission Oaks Boulevard
Camarillo,
CA 93012
Website: Click here
Phone: (805) 389-6407
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