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Teacher quality
Principal leadership
Parent involvement
I am interested in knowing more about this school, especially the AP and honors programs.
I went here last year, and it was mediocre. The English 1 (9th Grade English) education recieved here was so easy, i got an A-, and you aren't challenged to your full potential (unless you take AP or honors classes). The academics (even though with a block schedule) feel extremely slow and unstructured to me. Last year, CHS students had to suffer the symphony of saws and hammers of the construction of the new buildings. Many kids here like to skate and tend to drop out and do drugs on campus. Bullying here is a big issue, and are judged by everything. I got so upset here that i had to visit a psychologist 3 times a week. Sports are mostly funded on football, where most other sports are neglected. However, thanks to Sage Creek, CHS will get smaller, and it will have more of a community feeling, and it might get better. Its a shame that in such a good community that the majority of carlsbad teenagers have to attend this somewhat misguided high school.
My daughter had attended a high school ranked 4th in the state. Her GPA was 3.5. Now at CHS, her GPA is 4.4. This is because the standards are lower at CHS, and it is easier to earn an A. If you want to prepare your children for college, make sure they are in AP or Honors classes at this school. It is unfortunate that the beautiful community of Carlsbad doesn't have a better school district.
—Submitted by a parent
Excellent teachers and facilities. The number and quality of AP and Honors courses exceeds or is comparable to other highly rated high schools. The number and variety of extra curricular programs is impressive.
—Submitted by a parent
One lady in particular that answers the phone at the school's office is setting a horrible example for the school. Her name is Trish Rivier. She is extremely rude and treats your call as if it is not important and your wasting her time. She will cut you off and say "I have other calls waiting hurry up". There are plenty of people that would love to do her job and get paid alot so she should lighten up. Every single time I have called she has not once been friendly. She should find another profession.
—Submitted by a parent
Both of my children graduated from CHS. Each attending there all four years. The diversity of classes available is a plus. Surf PE and Skate PE are good and unique options made available to students. The quality of the AP courses and Honors classes are excellent. My son had one math class that was a waste of time due to the teacher s disorganization. He is now a 3rd year Civil Engineering major so it did not cause irrespirable damage. Both of my children have gone on to attend one of the nation's top public universities. Due to having taken CHS AP courses the adjustment to college level classes has been fairly easy. Hopefully now that building a new high school has been ruled out the upgrades to the current location will bring the facilities up to grade along with the academics.
—Submitted by a parent
My daughter, a 9th grader, transferred from a private school to Carlsbad High. It's not a very attractive school since it is quite old, however, when all the renovations are done it should look like a gem. My daughter joined band & has really enjoyed it. There are many outstanding teachers at CHS. My daughter is doing better (academically & socially) at CHS than at her former school. There is plenty of opportunity for kids to excel at CHS.
—Submitted by a parent
Three of my children have graduated from CHS, and soon a fourth will graduate. What is so sad about this school is that the students realize the low standard this school allows from both teacher and student. Each of my children have gone on to attend major universities, and each has commented how tough it was to adjust to high expectations. Yes, I agree if your child is not enrolled in AP and Honors classes then they are attending classes taught to the low end of the curve where teachers are providing more day care than education. This is a great community, to bad it's high school is such an embarrassment.
—Submitted by a parent
Carlsbad High is a big school with a wide variety of programs. To get an excellent education, stick to Honors and AP classes as much as possible. This is VERY important! My oldest daughter graduated in '08 and is currently a pre-med student at UCSD. She said Honors/AP program is almost a school within the school. Students in these classes are highly motivated and tend to go to either elite private universities or one of the UC campuses. They all get to know each other very well, but they don't really associate very much with the other 85-90% of the students. I don't know much about the rest of the student population, but I am sure it is a real hit-or-miss proposition. Some do well, some not. Some are motivated, some are not. The administration seems mediocre (at best) and the facilities are an embarrassment to the entire community. My daughter said the restrooms are atrocious. I realize the district is planning a major renovation but in the meantime it would be nice if someone would make an effort to pick up at least some of the trash laying around. Once again, to get an excellent education, stick to the AP/Honors program and teachers. Have I stressed that enough?
—Submitted by a parent
Currently, I am a senior at Carlsbad HIgh School. Yes, initially attending the school was a difficult transition because I came from a small private school. However, thats the same at any school. Its new and you need to make good choices, but after taking advantage of the rigorous AP and honors courses, I adjusted quite well and made great friends. My teachers invest there whole lives into there class and are deeply concerned for there students including outside of the classroom. If parents want there students to have a rigorous course load, sign them up for honors course. If a student is a not getting a quality education, then they probably don't care about there grades in the first place. Carlsbad High gave me the tools to go to college and do well, but I had to make the choice to take advantage of them.
—Submitted by a student
I have a student currently attending CHS and must say that I have mixed opinions of the school. The academics seem to be decent (difficult to really ascertain after one year) but the safety issues are a definite concern. Gang violence seems to be growing in our community and appears to be filtering into our schools. Overcrowding is a big problem, as well. Hopefully the new high school will help alliviate some of these issues.
—Submitted by a parent
I pulled my son out of CHS because I felt he was getting a sub standard education. The district seems to have neglected this school, the teachers have had to strike for pay increases and the grounds as well as most of the classroom buildings are in extreme disrepair. This is a public high school that is significantly under-serving its students, and their families. I feel strongly, that the students are not being well prepared for college, and that the curriculum is designed to strictly get them through HS. Passing grades are given for below average work. This ultimately hurts the student. My son is an over achiever, he has a 3.9 GPA, and is a varsity athlete. I pulled him out of CHS, knowing that he would likely not be able to participate in varsity sports at his new school, because I have been so disappointed with CHS.
—Submitted by a parent
The students here respect each other and the faculty. It's a tight-knit school, and will continue to be for years. The students also have high school spirit, mainly stemming from the array of sports here. The sports here are some of the best in the county (and possibly state). This school also has award-winning dance classes (Lancer Dancers & Xcalibur), music activities (band & orchestra), and broadcasting (CHSTV). Most of the teachers here are great (although some students may disagree).
—Submitted by Andrew, a student
The school is a mess but hopefully the referendum will get things fixed. You can find true educators if you get involved. Don't be afraid to transfer your student out of a class. The school has a terrible history of cuts for the Arts, watch out for the future years there. Open campus at lunch is a disaster waiting to happen. Special Ed dept. is fantastic with lots of money there. Not enough parent participation but an ok school.
—Submitted by a parent
I am currently a sophomore at Carlsbad High School and I would not recommend it at all. This school has very little diversity, is overcrowded, and the buildings and facilities are not in the best shape. I've wanted to transfer out of this school since I was forced to come here freshman year. If you are deciding on a school, I would not suggest Carlsbad.
—Submitted by a student
I am a freshman at CHS and I really am dissatisfied with this school. The diversity is a big big problem. Cliques are very bad here and fitting in is a problem if you are a new student. The sport programs are ok, but the only sport the school really cared about and funds is football. The other sports are neglected. The teachers are somewhat good, but I only have 2 good teachers. I am currently in the process of transferring to Oceanside or El Camino High School because I just don't like this school @ all.
—Submitted by a student
I am currently a Freshman and its good so far but when it comes to trying out for a sport make sure your tall. It happenes but we can't stop it. But their sports program is good.
—Submitted by a student
Overall it's a good school, but it all depends on how the student gets involved with their classes to have good grades. The cliques aren't a problem.....it's just the way you decide to deal with them. Sports are awesome at this school! I would definitely recommend anyone to go to this school. Plus most of the teachers and students make it fun to go to school. Oceanside schools maybe more diverse, but statistically speaking Carlsbad's a better choice.
—Submitted by a former student
I am a former student and I was very dissatisfied with this school. I transferred schools because there are so many things that didn't fit my needs as a student. The school is not diverse. The teachers are hodge-podge. Extracirricular activities are very unfair too. Majority of the students are 'cliquey' and 'stuck up' so many students will have trouble fitting in. I recommend El Camino High Instead.
—Submitted by a former student
Awesome school! Very good! I love it! Some teachers a little 'iffy' but all around good school!
—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.
175 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
52 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
715 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
767 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.
52 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
483 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.
13 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 13% in 2012.
75 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
451 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
90 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.
73 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
793 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
188 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.
54 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
787 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
730 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.
12 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
192 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
16 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
313 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
82 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
660 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
51 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.
395 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
103 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
648 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 | 31% |
| Females | 43% |
| Males | 21% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 33% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 29% |
| Students with disability | 21% |
| Students with no reported disability | 32% |
| English learner | 10% |
| Fluent-English proficient and English only | 33% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 18% |
| Parent education - high school graduate | 22% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 30% |
| Parent education - graduate school/post graduate | 24% |
| Parent education - declined to state | n/a |
| All Students | 94% |
| Females | 96% |
| Males | 93% |
| African American | n/a |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| 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 | 96% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 70% |
| Males | 65% |
| African American | 54% |
| Asian | 84% |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 75% |
| Students with disability | 43% |
| Students with no reported disability | 69% |
| English learner | 3% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 24% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | 55% |
| 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 |
| Native Hawaiian | 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 | 78% |
| Females | 82% |
| Males | 73% |
| African American | 63% |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 61% |
| 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) | 84% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 85% |
| Students with disability | 27% |
| Students with no reported disability | 82% |
| English learner | 13% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | 53% |
| All Students | 2% |
| Females | 4% |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 4% |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | 5% |
| Students with disability | 3% |
| Students with no reported disability | 0% |
| English learner | 0% |
| Fluent-English proficient and English only | 3% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 59% |
| Females | 59% |
| Males | 59% |
| African American | n/a |
| Asian | 72% |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 64% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | 15% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 82% |
| Parent education - not a high school graduate | 26% |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 72% |
| 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 | 0% |
| 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 | 0% |
| English learner | n/a |
| Fluent-English proficient and English only | 0% |
| 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 | 6% |
| Females | 4% |
| Males | 9% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 7% |
| Economically disadvantaged | 7% |
| Non-economically disadvantaged | 7% |
| Students with disability | 7% |
| Students with no reported disability | 7% |
| English learner | 6% |
| Fluent-English proficient and English only | 7% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 9% |
| Parent education - high school graduate | 10% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | 5% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 51% |
| Females | 49% |
| Males | 54% |
| African American | n/a |
| Asian | 65% |
| Filipino | 54% |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 52% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 53% |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | n/a |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | 72% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | 58% |
| Parent education - declined to state | n/a |
| All Students | 52% |
| Females | 49% |
| Males | 55% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 56% |
| Students with disability | 12% |
| Students with no reported disability | 62% |
| English learner | 19% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | 92% |
| 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 |
| 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 | 53% |
| Females | 55% |
| Males | 52% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 54% |
| Students with disability | 43% |
| Students with no reported disability | 56% |
| English learner | n/a |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 39% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 70% |
| Females | 74% |
| Males | 66% |
| African American | 63% |
| Asian | 83% |
| Filipino | 76% |
| Hispanic or Latino | 45% |
| 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 | 45% |
| Non-economically disadvantaged | 76% |
| Students with disability | 20% |
| Students with no reported disability | 74% |
| English learner | 9% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 34% |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 36% |
| All Students | 19% |
| Females | 17% |
| Males | 20% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 9% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 25% |
| Economically disadvantaged | 7% |
| Non-economically disadvantaged | 22% |
| Students with disability | n/a |
| Students with no reported disability | 19% |
| English learner | 6% |
| Fluent-English proficient and English only | 20% |
| Migrant education | n/a |
| Gifted and talented | 55% |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 9% |
| Parent education - some college (includes AA degree) | 19% |
| Parent education - college graduate | 18% |
| Parent education - graduate school/post graduate | 42% |
| Parent education - declined to state | n/a |
| All Students | 93% |
| Females | 92% |
| Males | 93% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 92% |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| 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 | 85% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 72% |
| Females | 71% |
| Males | 71% |
| African American | 56% |
| Asian | 83% |
| Filipino | 82% |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 76% |
| Students with disability | 34% |
| Students with no reported disability | 75% |
| English learner | 11% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | 36% |
| All Students | 71% |
| Females | 65% |
| Males | 76% |
| African American | 47% |
| Asian | 80% |
| Filipino | 76% |
| Hispanic or Latino | 50% |
| 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 | 59% |
| Non-economically disadvantaged | 74% |
| Students with disability | 26% |
| Students with no reported disability | 75% |
| English learner | 29% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 49% |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 36% |
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 | 8% |
| 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 | 17% |
| Females | 19% |
| Males | 13% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 17% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 16% |
| Economically disadvantaged | 16% |
| Non-economically disadvantaged | 16% |
| Students with disability | 0% |
| Students with no reported disability | 18% |
| English learner | n/a |
| Fluent-English proficient and English only | 17% |
| Migrant education | n/a |
| Gifted and talented | 25% |
| Parent education - not a high school graduate | 6% |
| Parent education - high school graduate | 9% |
| Parent education - some college (includes AA degree) | 17% |
| Parent education - college graduate | 19% |
| Parent education - graduate school/post graduate | 24% |
| Parent education - declined to state | n/a |
| All Students | 69% |
| 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 |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 69% |
| 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 | 49% |
| Females | 43% |
| Males | 55% |
| African American | 55% |
| Asian | 68% |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 54% |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 52% |
| Students with disability | n/a |
| Students with no reported disability | 50% |
| English learner | n/a |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | 74% |
| Parent education - not a high school graduate | 9% |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 47% |
| Parent education - graduate school/post graduate | 61% |
| Parent education - declined to state | n/a |
| All Students | 60% |
| Females | 51% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 64% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | n/a |
| Fluent-English proficient and English only | 62% |
| 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) | 63% |
| Parent education - college graduate | 46% |
| Parent education - graduate school/post graduate | 76% |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 70% |
| Males | 66% |
| African American | 67% |
| Asian | 81% |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 74% |
| Students with disability | 16% |
| Students with no reported disability | 73% |
| English learner | 7% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 36% |
| All Students | 6% |
| Females | 11% |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 16% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 0% |
| Economically disadvantaged | 10% |
| Non-economically disadvantaged | 3% |
| Students with disability | 0% |
| Students with no reported disability | 9% |
| English learner | n/a |
| Fluent-English proficient and English only | 7% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 5% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 42% |
| Females | 38% |
| Males | 46% |
| African American | 50% |
| Asian | 59% |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 43% |
| Economically disadvantaged | 15% |
| Non-economically disadvantaged | 45% |
| Students with disability | n/a |
| Students with no reported disability | 42% |
| English learner | n/a |
| Fluent-English proficient and English only | 42% |
| Migrant education | n/a |
| Gifted and talented | 66% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 35% |
| Parent education - college graduate | 40% |
| Parent education - graduate school/post graduate | 53% |
| Parent education - declined to state | n/a |
| All Students | 64% |
| Females | 61% |
| Males | 66% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | n/a |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 66% |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 61% |
| Males | 70% |
| African American | 70% |
| Asian | 86% |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 71% |
| Students with disability | 30% |
| Students with no reported disability | 68% |
| English learner | 19% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - 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.
807 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
809 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 | 94% |
| Females | 96% |
| Males | 93% |
| African American | 94% |
| Asian | 98% |
| Filipino | 94% |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 98% |
| Declined to state | 93% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 97% |
| Economic Status Unknown | n/a |
| Students with disability | 60% |
| Tested with modifications | n/a |
| English learner | 49% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 94% |
| Females | 94% |
| Males | 94% |
| African American | 94% |
| Asian | 100% |
| Filipino | 94% |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 98% |
| Declined to state | 96% |
| Economically disadvantaged | 85% |
| Non-economically disadvantaged | 96% |
| Economic Status Unknown | n/a |
| Students with disability | 49% |
| Tested with modifications | n/a |
| English learner | 63% |
| 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 | 59% | 27% | ||
| Hispanic | 25% | 51% | ||
| Asian | 7% | 11% | ||
| Two or more races | 4% | 3% | ||
| Black | 2% | 7% | ||
| American Indian/Alaska Native | 1% | 1% | ||
| Hawaiian Native/Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 18% | N/A | 54% |
| English language learners 2 | 5% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 89% | 85% | ||
| All other non-English languages | 2% | 1% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Mandarin (Putonghua) | 2% | 1% | ||
| Farsi (Persian) | 1% | 0% | ||
| French | 1% | 0% | ||
| Gujarati | 1% | 0% | ||
| Korean | 1% | 1% | ||
| Russian | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 29 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 16 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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3557 Monroe Street
Carlsbad,
CA 92008
Website: Click here
Phone: (760) 331-5100
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