Advertisement

GreatSchools Rating

Westmont High School

Public | 9-12 | 1688 students

Last modified
Community Rating

4 stars

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

Teacher quality

Principal leadership

Parent involvement

Rate this school

Click on stars to rate
Please select a star rating for this school.
    Helpful reviews answer questions:
  • What do you think others should know?
  • What do you like?
  • How could your school improve?
    Review Guidelines
    GreatSchools won’t post reviews that contain:
  • Inappropriate language
  • Allegations of criminal conduct
  • Names of students, teachers or staff
1200 characters remaining
Please indicate your relationship to the school.
Please read and accept our Terms of Use to join GreatSchools.
Indicates a required field

21 reviews of this school


Sort by:
Show reviews by:
Posted March 4, 2013

The administration at this school is terrible. Completely irrational and unreasonable. When there are issues, they don't want to hear about it. They automatically blame students for issues without doing their due diligence and getting to the root cause of problems. More than once, issues came up that the teachers and administration assigned as issues with my child, only to later discover that the teachers were the problem, proved by data. Status on school work is a chronic problem - teachers not giving students credit for assignments, errors in grading, etc. Keep ALL of your student's work and be prepared to verify EVERYTHING related to grading. The communication is really bad -- don't expect answers to email or returned phone calls. They just don't want to hear from parents. They site a 48-response time to email and other inquiries in the student handbook, that they don't adhere to in the least. When you insist on speaking with them, you can muster up a meeting but, ultimately, they are just humoring you...It's 'their way or the highway'. I'm SO sorry that I placed my child in this school, and am looking into other options.
—Submitted by a parent


Posted December 20, 2012

It's like pulling teeth to get information from most of the administrators and teachers in this school. My child's grades are not kept up to date, so the information in School Loop is not always accurate. I have to hound the teachers to find out where my child stands. We have seen everything from missed assignments and to data entry errors. Without extreme monitoring to make sure that this all gets cleaned up, my child's grades would have been negatively impacted to an extreme. Most teachers and administrators do not answer email without multiple requests and/or escalation (student handbook states that parents can expect responses in 48-hours). We have even experienced examples of teachers singling out my child openly in class and embarrassing them, because I have asked questions of the teacher via email....It confuses me to no end. Teachers often complain that parents aren't involved enough in their child's education. At Westmont, when you actively participate your child's education, you get ignored and your child gets openly mocked in class. It's ridiculous.
—Submitted by a parent


Posted October 12, 2012

We are residents in this school district. We think the environments are greater than many other places of silicon valley. The Elementary schools and middle schools are great and getting better and better. However, this high school is so lagged behind in academic side. Why? We think the most important thing is that the school principle and board do things wrong somehow. It seems they are out of date in silicon valley and still lay on the back and enjoy the best view of the valley, and wait for retirement! Come on, man, wake up, every other school districts are making progress these years, you can't stay the same place to do nothing! Look at our neighbours, saratoga, los gatos, cupertino, everyone are keep going, why not you!
—Submitted by a parent


Posted April 26, 2012

I agree completely..my son is not a trouble maker, however he is failing in 2 subjects and i have not been informed about this issue from anyone from the school. He tells me all the normal reasons a Jr. would use. Its the teachers fault, no homework, no help, its too hard and tacher is out sick..I email teacher and no reply..he didnt put effort in Star Testing because it didnt matter. Tomorrow hes not going to school because he has no class for star testing and the school doesnt take roll call in star testing. what?
—Submitted by a parent


Posted September 23, 2009

Teachers do take an active interest in the students and make the effort to encourage them to do better. Teachers are approachable, capable and willing to put in extra time before and after classes to help students.
—Submitted by a parent


Posted September 17, 2009

the marching band/concert band has the most awesomeist kids out there. they deserve the best.
—Submitted by a parent


Posted April 29, 2009

For a single mom without bandwidth to stay on top of every assignment, I am disappointed by the lack of outreach by the school. I was never once contacted by a teacher or counselor to discuss any issues, it has been do-it yourself. You must rely on checking the computer and initiating any meetings on your own. I feel if a child is failing, I should receive a call. In fact, my son is not graduating with his class in June, and if my son had not told me this, I would never have known. Westmont seems to be a good school if you have a student who loves school, but my son fell below the radar because he was not a trouble maker, just a student who seems to have trouble with school.
—Submitted by a parent


Posted March 16, 2009

very good school with many programs and opportunities. i was able to reach my full potential at this school.
—Submitted by a student


Posted May 21, 2008

Westmont is an above average school. It has a very involved student body. Academically, it has done better than most of the other public schools in its area. In fact, this is a school really on the rise, and I would highly recommend this school
—Submitted by a parent


Posted December 1, 2007

Westmont High is a great school for kids who do not struggle academically. If your child is the shy and quiet type and desperately needs help with their studies don't count on getting it from any teacher or educator at this school. On the other hand, I have an academic child who does very well at this school. So, if your child can do well as part of the main stream this is definitely a good school.
—Submitted by a parent


Posted June 28, 2007

The college-prep courses and Advanced Placement courses are excellent. The teachers I had prepared me very well to attend a highly-selective college where I felt right at home.


Posted September 18, 2006

Westmonth High School. After only three weeks, it seems the teachers are slow to give homework and tests. Think before you select Westmont. T.C.
—Submitted by a parent


Posted March 24, 2006

I've always been impressed by the wide array of extracurricular activities supported by the Westmont faculty. Sports in particular gets lots of good attention, although their win record isn't great.
—Submitted by a former student


Posted January 17, 2006

This school will definately allow your student to get help outside of school with various online homework aids. The schools schedule allows for students to either get extra help from teachers in the morning with 'Tutorial' period with is roughly a half hour or the students can collaborate with each other. The Drama department is the best I have seen in a while, with such involvment from the students that each production is always made popular. The teachers are all very qualified, even though a few teachers are not, that is a problem no matter where you go, but you cna rest assured with Westmont. It is one of the best high schools I have attended and wish I could still be there.
—Submitted by a student


Posted July 26, 2005

Westmont is the best school in California!
—Submitted by Alex Ter Sargsyan, a student


Posted May 21, 2005

Good school, just remodled the Science wing and the art wing. Now they are trying to slowly reconstruct each wing.
—Submitted by a student


Posted August 23, 2004

Westmont is an above average school. It has a very involved student body. Academically, it has done better than most of the other public schools in its area.
—Submitted by a parent


Posted February 23, 2004

My son transfered within the district to be able to attend Westmont, due to it's reputation. And we have not been disaapointed! Westmont is an awesome schhol. The principal is involved with the staff, teachers, parents and students. The teaching is excellent. There are numerous learning opportunities for the kids in and out of the classroom as well as sports and extra curricular activities.
—Submitted by a parent


Posted October 1, 2003

Westmont High School is a fabulous school. It is a very diverse school culturally and econically, allowing students to get a real feel for the real world. The administration here does not attempt to mold students to fill a cetain pre-determined box, rather a supportive environment, rich with choices for every type of student forallowing them to explore choices for their future. From agricultural programs, a huge ESL Program, to over a dozen AP Corurses where many students are scoring a 5 on thier final AP exam, studetns can all find a home. Westmont sponsers dozens of teacher and parent supported sports and clubs of every kind. The PTSA is a very active support network that actually works here because the administration and faculty respect the volunteering parents. If you are looking for an honest school that reminds you of wht school used to look like in spirit, yet has the progressive education needs met, then this is Westmont.
—Submitted by Deborah Lang, a parent


Posted September 9, 2003

Our son is a sophomore at Westmont this year (2003-2004). He has had great teachers for all classes for both years (including agriculture and band). They cared about him as a human being and encouraged him to do his best and to try new things (competitive dramatic presentations, for example, for English 1). Many teachers seem to be actively involved in activities as well. The down side for this school year is that the teachers in our district have been working without a contract for 2 years. Only two foreign languages are offered (Spanish & French) due to district budgets, but AP classes are offered for both languages. The school offeres AP classes in many subjects, and a new science building will open in Fall 2003. The Agriculture Dept. offers a wide variety of opportunities, including raising and showing animals and FFA participation, rare for an urban school. We are fortunate that we live in the residency area for this school.
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

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

795

Change from
2011 to 2012

+8

API Statewide Rank
(2011)

7 / 10

API Similar Schools Rank (2011)

1 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met its schoolwide API target for 2012.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2012

This school's
API score

795

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

+8

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)

7 / 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)

1 / 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.

204 students were tested at this school in 2012.

2012

 
 
22%

2011

 
 
29%

2010

 
 
21%

2009

 
 
21%
Algebra II

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

26 students were tested at this school in 2012.

2012

 
 
85%

2011

 
 
80%

2010

 
 
65%

2009

 
 
57%
Biology/Life Sciences

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

152 students were tested at this school in 2012.

2012

 
 
86%

2011

 
 
90%

2010

 
 
83%

2009

 
 
86%
Earth Science

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

154 students were tested at this school in 2012.

2012

 
 
42%

2011

 
 
44%

2010

 
 
59%

2009

 
 
n/a
English Language Arts

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

399 students were tested at this school in 2012.

2012

 
 
65%

2011

 
 
68%

2010

 
 
66%

2009

 
 
65%
General Mathematics (Grades 6 & 7 Standards)

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

35 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
0%

2010

 
 
0%

2009

 
 
0%
Geometry

The state average for Geometry was 48% in 2012.

147 students were tested at this school in 2012.

2012

 
 
61%

2011

 
 
61%

2010

 
 
50%

2009

 
 
36%
Integrated/Coordinated Science 1

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

70 students were tested at this school in 2012.

2012

 
 
19%

2011

 
 
29%

2010

 
 
18%

2009

 
 
20%
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.

37 students were tested at this school in 2012.

2012

 
 
3%

2011

 
 
8%

2010

 
 
16%

2009

 
 
13%
Algebra II

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

133 students were tested at this school in 2012.

2012

 
 
38%

2011

 
 
33%

2010

 
 
20%

2009

 
 
21%
Biology/Life Sciences

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

221 students were tested at this school in 2012.

2012

 
 
41%

2011

 
 
39%

2010

 
 
45%

2009

 
 
42%
Chemistry

The state average for Chemistry was 51% in 2012.

127 students were tested at this school in 2012.

2012

 
 
79%

2011

 
 
78%

2010

 
 
65%

2009

 
 
50%
Earth Science

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

16 students were tested at this school in 2012.

2012

 
 
13%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

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

395 students were tested at this school in 2012.

2012

 
 
64%

2011

 
 
54%

2010

 
 
63%

2009

 
 
57%
Geometry

The state average for Geometry was 17% in 2012.

165 students were tested at this school in 2012.

2012

 
 
14%

2011

 
 
9%

2010

 
 
7%

2009

 
 
4%
High School (Summative) Mathematics (Grade 9-11)

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

46 students were tested at this school in 2012.

2012

 
 
83%

2011

 
 
65%

2010

 
 
63%

2009

 
 
84%
Science

The state average for Science was 53% in 2012.

390 students were tested at this school in 2012.

2012

 
 
66%

2011

 
 
56%

2010

 
 
60%

2009

 
 
53%
World History

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

403 students were tested at this school in 2012.

2012

 
 
64%

2011

 
 
56%

2010

 
 
60%

2009

 
 
48%
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.

14 students were tested at this school in 2012.

2012

 
 
15%

2011

 
 
0%

2010

 
 
6%

2009

 
 
11%
Algebra II

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

123 students were tested at this school in 2012.

2012

 
 
5%

2011

 
 
8%

2010

 
 
4%

2009

 
 
2%
Biology/Life Sciences

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

77 students were tested at this school in 2012.

2012

 
 
52%

2011

 
 
60%

2010

 
 
40%

2009

 
 
40%
Chemistry

The state average for Chemistry was 34% in 2012.

105 students were tested at this school in 2012.

2012

 
 
44%

2011

 
 
43%

2010

 
 
38%

2009

 
 
39%
Earth Science

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

24 students were tested at this school in 2012.

2012

 
 
38%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

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

366 students were tested at this school in 2012.

2012

 
 
51%

2011

 
 
57%

2010

 
 
56%

2009

 
 
53%
Geometry

The state average for Geometry was 9% in 2012.

43 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
2%

2010

 
 
4%

2009

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

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

147 students were tested at this school in 2012.

2012

 
 
49%

2011

 
 
39%

2010

 
 
42%

2009

 
 
51%
Physics

The state average for Physics was 56% in 2012.

65 students were tested at this school in 2012.

2012

 
 
60%

2011

 
 
75%

2010

 
 
73%

2009

 
 
46%
U.S. History

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

362 students were tested at this school in 2012.

2012

 
 
61%

2011

 
 
64%

2010

 
 
60%

2009

 
 
50%
World History

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

14 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
0%

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

All Students22%
Females26%
Males17%
African American7%
Asiann/a
Filipinon/a
Hispanic or Latino14%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)28%
Economically disadvantaged19%
Non-economically disadvantaged22%
Students with disabilityn/a
Students with no reported disability22%
English learner17%
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate20%
Parent education - high school graduate13%
Parent education - some college (includes AA degree)11%
Parent education - college graduate26%
Parent education - graduate school/post graduate50%
Parent education - declined to state20%

Algebra II

All Students85%
Females81%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)79%
Economically disadvantagedn/a
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only85%
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 graduate91%
Parent education - graduate school/post graduate80%
Parent education - declined to staten/a

Biology/Life Sciences

All Students86%
Females80%
Males92%
African Americann/a
Asian85%
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantagedn/a
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only87%
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)72%
Parent education - college graduate93%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

Earth Science

All Students42%
Females40%
Males44%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged20%
Non-economically disadvantaged45%
Students with disability17%
Students with no reported disability44%
English learner10%
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate20%
Parent education - high school graduate22%
Parent education - some college (includes AA degree)48%
Parent education - college graduate50%
Parent education - graduate school/post graduate77%
Parent education - declined to state35%

English Language Arts

All Students65%
Females69%
Males59%
African American48%
Asian81%
Filipino64%
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged34%
Non-economically disadvantaged67%
Students with disability38%
Students with no reported disability65%
English learner9%
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate36%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)59%
Parent education - college graduate77%
Parent education - graduate school/post graduate86%
Parent education - declined to state39%

General Mathematics (Grades 6 & 7 Standards)

All Students0%
Femalesn/a
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged0%
Students with disability0%
Students with no reported disability0%
English learner0%
Fluent-English proficient and English only0%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school 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 Students61%
Females55%
Males68%
African Americann/a
Asian76%
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantagedn/a
Non-economically disadvantaged61%
Students with disabilityn/a
Students with no reported disability61%
English learnern/a
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate46%
Parent education - some college (includes AA degree)55%
Parent education - college graduate68%
Parent education - graduate school/post graduate56%
Parent education - declined to staten/a

Integrated/Coordinated Science 1

All Students19%
Females10%
Males31%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino9%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)27%
Economically disadvantagedn/a
Non-economically disadvantaged20%
Students with disabilityn/a
Students with no reported disability20%
English learnern/a
Fluent-English proficient and English only20%
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)15%
Parent education - college graduate32%
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 Students3%
Females6%
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantaged5%
Students with disabilityn/a
Students with no reported disability3%
English learnern/a
Fluent-English proficient and English only3%
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 Students38%
Females38%
Males37%
African Americann/a
Asian39%
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)40%
Economically disadvantagedn/a
Non-economically disadvantaged38%
Students with disabilityn/a
Students with no reported disability38%
English learnern/a
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate27%
Parent education - some college (includes AA degree)20%
Parent education - college graduate40%
Parent education - graduate school/post graduate47%
Parent education - declined to staten/a

Biology/Life Sciences

All Students41%
Females32%
Males50%
African Americann/a
Asian77%
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)49%
Economically disadvantaged8%
Non-economically disadvantaged45%
Students with disability13%
Students with no reported disability43%
English learner0%
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate11%
Parent education - high school graduate21%
Parent education - some college (includes AA degree)41%
Parent education - college graduate51%
Parent education - graduate school/post graduate64%
Parent education - declined to state40%

Chemistry

All Students79%
Females77%
Males81%
African Americann/a
Asian77%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantagedn/a
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only79%
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)74%
Parent education - college graduate82%
Parent education - graduate school/post graduate78%
Parent education - declined to staten/a

Earth Science

All Students13%
Femalesn/a
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
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 disability14%
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 Students64%
Females68%
Males59%
African American46%
Asian88%
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged26%
Non-economically disadvantaged67%
Students with disability13%
Students with no reported disability66%
English learner11%
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate22%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)56%
Parent education - college graduate73%
Parent education - graduate school/post graduate84%
Parent education - declined to state57%

Geometry

All Students14%
Females12%
Males17%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino4%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)19%
Economically disadvantaged0%
Non-economically disadvantaged16%
Students with disabilityn/a
Students with no reported disability15%
English learner0%
Fluent-English proficient and English only16%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate8%
Parent education - some college (includes AA degree)16%
Parent education - college graduate11%
Parent education - graduate school/post graduate33%
Parent education - declined to staten/a

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

All Students83%
Females81%
Males83%
African Americann/a
Asian88%
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)81%
Economically disadvantagedn/a
Non-economically disadvantaged83%
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only83%
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 graduate82%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

Science

All Students66%
Females62%
Males69%
African American38%
Asian88%
Filipinon/a
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged19%
Non-economically disadvantaged69%
Students with disability13%
Students with no reported disability67%
English learner9%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate17%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)57%
Parent education - college graduate77%
Parent education - graduate school/post graduate85%
Parent education - declined to state64%

World History

All Students64%
Females56%
Males71%
African American36%
Asian82%
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged21%
Non-economically disadvantaged68%
Students with disability28%
Students with no reported disability66%
English learner6%
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate20%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)57%
Parent education - college graduate73%
Parent education - graduate school/post graduate87%
Parent education - declined to state54%
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 Students15%
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

Algebra II

All Students5%
Females6%
Males4%
African Americann/a
Asian9%
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)8%
Economically disadvantaged9%
Non-economically disadvantaged4%
Students with disabilityn/a
Students with no reported disability4%
English learnern/a
Fluent-English proficient and English only4%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate0%
Parent education - some college (includes AA degree)5%
Parent education - college graduate3%
Parent education - graduate school/post graduate13%
Parent education - declined to staten/a

Biology/Life Sciences

All Students52%
Females61%
Males39%
African Americann/a
Asian75%
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)61%
Economically disadvantaged32%
Non-economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability57%
English learnern/a
Fluent-English proficient and English only60%
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)44%
Parent education - college graduate63%
Parent education - graduate school/post graduate79%
Parent education - declined to staten/a

Chemistry

All Students44%
Females33%
Males53%
African Americann/a
Asian39%
Filipinon/a
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)51%
Economically disadvantaged50%
Non-economically disadvantaged44%
Students with disabilityn/a
Students with no reported disability44%
English learnern/a
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate33%
Parent education - some college (includes AA degree)27%
Parent education - college graduate52%
Parent education - graduate school/post graduate73%
Parent education - declined to staten/a

Earth Science

All Students38%
Femalesn/a
Males40%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged35%
Students with disabilityn/a
Students with no reported disability45%
English learnern/a
Fluent-English proficient and English only47%
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 Students51%
Females57%
Males48%
African American13%
Asian71%
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)59%
Economically disadvantaged30%
Non-economically disadvantaged57%
Students with disability7%
Students with no reported disability56%
English learner3%
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate15%
Parent education - high school graduate31%
Parent education - some college (includes AA degree)43%
Parent education - college graduate62%
Parent education - graduate school/post graduate72%
Parent education - declined to state31%

Geometry

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

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

All Students49%
Females41%
Males56%
African Americann/a
Asian57%
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
White (not Hispanic)47%
Economically disadvantaged18%
Non-economically disadvantaged51%
Students with disabilityn/a
Students with no reported disability49%
English learnern/a
Fluent-English proficient and English only50%
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)13%
Parent education - college graduate50%
Parent education - graduate school/post graduate64%
Parent education - declined to staten/a

Physics

All Students60%
Females32%
Males72%
African Americann/a
Asian91%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)55%
Economically disadvantagedn/a
Non-economically disadvantaged60%
Students with disabilityn/a
Students with no reported disability60%
English learnern/a
Fluent-English proficient and English only61%
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)54%
Parent education - college graduate62%
Parent education - graduate school/post graduate67%
Parent education - declined to staten/a

U.S. History

All Students61%
Females56%
Males66%
African American29%
Asian75%
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged34%
Non-economically disadvantaged67%
Students with disability16%
Students with no reported disability65%
English learner10%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate20%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)51%
Parent education - college graduate74%
Parent education - graduate school/post graduate79%
Parent education - declined to state44%

World History

All Students0%
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 - 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.

414 students were tested at this school in 2012.

2012

 
 
89%

2011

 
 
87%

2010

 
 
84%

2009

 
 
87%
Math

The state average for Math was 84% in 2012.

413 students were tested at this school in 2012.

2012

 
 
90%

2011

 
 
91%

2010

 
 
86%

2009

 
 
87%
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 Students89%
Females91%
Males88%
African American80%
Asian91%
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)95%
Declined to state100%
Economically disadvantaged53%
Non-economically disadvantaged94%
Economic Status Unknown87%
Students with disability38%
Tested with modificationsn/a
English learner32%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students90%
Females91%
Males90%
African American80%
Asian98%
Filipinon/a
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)95%
Declined to state100%
Economically disadvantaged69%
Non-economically disadvantaged94%
Economic Status Unknown78%
Students with disability48%
Tested with modificationsn/a
English learner50%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
White 49% 28%
Hispanic or Latino 21% 49%
Asian 15% 8%
Multiple or No Response 9% 3%
African American 4% 7%
Filipino 1% 3%
American Indian or Alaska Native 0% 1%
Pacific Islander 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 18%N/A24%
Students eligible for free or reduced-price lunch program 23%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 63% 85%
Farsi (Persian) 8% 0%
All other non-English languages 5% 1%
Mandarin (Putonghua) 4% 1%
Somali 4% 0%
Vietnamese 4% 2%
Portuguese 3% 0%
Samoan 3% 0%
French 1% 0%
German 1% 0%
Japanese 1% 0%
Korean 1% 1%
Serbo-Croatian (Bosnian, Croatian, Serbian) 1% 0%
Thai 1% 0%
Tigrinya 1% 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 12N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 97%N/A96%
Emergency credential or waiver 7%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

4805 Westmont Avenue
Campbell, CA 95008
Website: Click here
Phone: (408) 626-3406

ADVERTISEMENT

Compare this school
to nearby schools

Compare schools »

Compare

Add this school to compare
ADVERTISEMENT