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GreatSchools Rating

Santa Clarita Valley International School

Charter | K-12 | 800 students

We are best known for teaching Leadership Skills through Project Based Learning
Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 1 rating
2012:
Based on 13 ratings
2011:
Based on 18 ratings
2010:
Based on 32 ratings

Teacher quality

Principal leadership

Parent involvement

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64 reviews of this school


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Posted March 31, 2013

SCVi and I give it 5 stars. It is progressive in its studies and allows the students to participate in all manner of educational activities. The 7th grade will be doing a reinactment of the Civil War for example.


Posted October 27, 2012

This is the third year that both my children have attended SCVi. One in middle school and the other in high school. I have been so happy with the mode of teaching, the projects that emcompass the field of study, and the personal attention given by the teachers. This school is destined to turn every learner into a leader which is not a skill that is taught in every public school. I went on a tour of the school when my now 11th grader was going into 9th grade and when we were done with the tour he decided right there that he had to go to this school. The small class sizes and project based learning is exactly the type of learning he loves along with the emphasis on using current technology to enhance his projects. He is extremely bright and has been challenged to reach his full potential along with making some great friends that I think he will have for a long time. I have never been fond of schools that "teach to the test" and at SCVi they encourage their learners to really explore topics even if it takes them off the beaten path. This will give them a true advantage at the college level. I give this school a two thumbs up!
—Submitted by a parent


Posted October 17, 2012

I often wonder if high API score schools produce students who are more prepared for college and life. At SCVi, I KNOW my kids will be better prepared for college and life. They know how to colaborate and how to think outside the box. Do traditional schools teach colaboration in all classes? I feel fortunate that my children got in to SCVi and can't wait to see the adults they become.
—Submitted by a parent


Posted October 17, 2012

My granddaughters have been attending SCVi since its opening. All of them have wonderful attitudes toward school and their teachers. They've told me how much they feel their teachers care about them. When I've attended events at the school, it seems obvious to me how caring and involved the teachers are. One thing I love about the school is the small amount of homework that is assigned. I'm now retired, but taught in public schools for over 30 years. In general, I dislike homework, and think very little of it serves any purpose. When kids get out of school, they should have time to do other important things, like participating in after school activities, reading, and playing outdoors. It makes a for much more well rounded life. My granddaughters are avid readers, and that will help them to be lifelong learners. I so appreciate that they are having positive school experiences. It will make a big difference in their lives.


Posted October 9, 2012

My son is in Kindergarten at SCVi. He has had such an unbelievable explosion of knowledge, that can only be attributed to his Kindergarten curriculum. He comes home so invigorated by the project of the day, that he runs to the kitchen table to write and illustrate his own story. As a parent, this is exactly what I was hoping for from a school. I don't need a school to teach my child to OBEY and CONFORM, and fill their heads with memorization tables that will surely be forgotten. I want a place that sparks a love of learning in my child, because THAT will last a lifetime.
—Submitted by a parent


Posted October 8, 2012

This school is really trying to do something completely different. Every students studies a foreign language, k-12. The local community plays a HUGE role in the school. The school is constantly conducting community outreaches and it's really impressive. Charter schools are the future and this school is exploding. If you are able, get your student in this school immediately. You will immediately be met with well-qualified staff and a community of educators, and parents that genuinely push students to success. The newly remodeled classrooms are sooo nice and there is technology lurking in nearly every corner of the school. Every student has a laptop (mac or chrome book) and many students have iPads. Totally cool. Keep up the good work!
—Submitted by a parent


Posted September 8, 2012

We tried the school. We tried everything to make it work. I knew it was time to give up when I was waking up in the middle of the night feeling sick with worry. I couldn't get the constant thought about it out of my head. My child was not learning, the "learners" are out of control and are rude. There is so much wasted time during the day. My kids complained about the disrespect to the teachers. I like the philosophy so that is not the problem. The problem is that you can't expect kids who have no guidance to just automatically embrace a new way. It has become a dumping ground for kids who are having problems in their previous school. They hear "no homework and lax behavior standards and they are so excited to not have to hear from the school everyday that they jump at the chance to enroll. What about those that have kids that love learning and actually respect the teacher I am so tired of everyone saying they love the outside the box style and that it is not one size fits all. My experience was they put the problem kids inside the school's box and if you are a "learner" that doesn't have "issues" that you must be put aside to meet their needs.


Posted September 2, 2012

We just started at SCVI and we were on the waiting list last year. Even though we were at a top rated public school and one block away I cried with relief and joy when we got i There is no other school I would want her in not even if I were a millionaire. The people from the founders to all connected with the school are great. They get it, our children are not one size fits and we are blessed to be there and given the opportunity to see our daughter learn and grow in every aspect. My child is in the first grade and she and I are more than happy with the school. Our family is excited about all the new things coming up at SCVI the cafe with healthy food choices and you can actually do lunch with your child. They are adding to the sports opportunities again this year. There are classes in Love and Logic that I will be taking again. The bottom line is I know they have it right and they are only getting better and I thank God we were able to be part of this.
—Submitted by a parent


Posted August 31, 2012

I'm gonna keep this simple There are only a few experienced teachers there and the new ones are overwhelmed by the out of control Children! IMO chronically disruptive students are the problem . SCVI allows a free-for-all environment that results in chaos instead of learning. I'm sure there are a few good kids in there but i'd have to quit my job to volunteer all day just to check up on my daughter s progress! Playground is dirty with open trashcans surrounded by flies right next to the area where the kids eat ! Yes they are building a cafe next door. No enough supervision on the small playground, I was concerned because the kids kept climbing up to explore (not safe)
—Submitted by a parent


Posted August 30, 2012

This is an amazing school that teaches to whole child. It's not a traditional school in a smaller box. Thank you scvi for an amazing journey!
—Submitted by a parent


Posted August 30, 2012

"Almost every significant breakthrough is the result of a courageous break with traditional ways of thinking." --Stephen R. Covey That is this school in a nutshell.
—Submitted by a parent


Posted August 7, 2012

My kids love our school, they are going into their fourth year. They have learned so much from learning how to do research for projects to learning how to work together. I was never concerned about star testing scores, I rather my kids remember historical figures, how science works, and other things that have life long significants. The only negative thing I can say is to please stop taking children that have given other schools in our area a reason to kick them out and then we take them in and the same disruptive and worse behavior continues.
—Submitted by a parent


Posted July 15, 2012

I had two kids at this school. 3rd and 6th. My kids would come home and tell me learned nothing.
—Submitted by a parent


Posted April 2, 2012

This is our first year at SCVi, with kids in 7th and 5th. I'm confident this is the right school for my boys. They're happier, have made many friends and are indeed learning. Their teachers are VERY dedicated. As for the STAR, my kids have always scored advanced. So what? That test does NOT reflect what they know or don't know. I've gone through released STAR questions with my kids. Often when they missed one, they gave me a good reason why they chose the "wrong" answer. Standardized tests give you standardized results. SCVi knows that children aren't "standardized". But don't ask SCVi to "fix" your child. Schools aren't miracle workers. If you want by-the-book instruction, kids glued to their seats and trained to spit out the "right" answer but unable to demonstrate an independent thought or action, don't bring your children to SCVi. If you want a school where your kids can learn HOW to find information, will learn to work in a team and become innovative thinkers, then take a look at SCVi. If you want to be very involved in your child's education through high school, want the chance to know every kid in his or her class, even if you have ideas for new programs, then consider SCVi.
—Submitted by a parent


Posted October 19, 2011

If you have a child who can benefit from hands on interdisciplinary and project based learning - you might like SCVI. If you want your child to be responsible for and engaged in their own learning - you might like SCVI. If you want your child to be allowed to reach their potential, to learn problem solving and leadership skills - you might like SCVI. If you prefer presentation over testing - you might like SCVI. To research the approach or methods - check the SCVI website. Under 'curriculum', find 'teacher toolbox' and there is a plethora of information - also note the recommended reading section. Public school was useless waste of time for us. Methods were archaic. My kids were never engaged or learned much of anything. Since changing to SCVI 2 years ago, they are engaged, learning and surpassing grade levels. I post the information above because I am sorry to read poor reviews from parents. They seem angry with the school, but it makes me angry with them - I was on the waiting list for 2 years while their child did nothing but take up space! Maybe if they had done their homework first? Why be angry with a school of choice? Just go and make room for learners who will benefit.
—Submitted by a parent


Posted September 8, 2011

I'm thrilled to be a part of such a caring and non-traditional school. Both of my children started this year. My 4th grader and my K learner love this school! The staff and Administration really care about the success of the students and are always available to answer questions. My 4th grade son finally doesn't give me problems with getting up for school and actually thinks school is cool now. I spend quite a bit of time volunteering and have gotten to know many people in such a short period of time. I wish more schools like this were available for other families. It's a perfect fit for us and I will continue to promote this school to everyone that I know that is tired of the traditional education their children are receiving. So sad to read some of the negative reviews. We have not had that experience at all! Guess you can't please everyone. It's not a one size fits all school, it's individual learning for each child. It's a great school for independent thinkers and parents that want more than 'busy work' for their children. My family finally has quality time in the evening together as a family.
—Submitted by a parent


Posted September 2, 2011

In having left SCVi prior, we have now returned for various reasons. Though in the public school system, our son's academic foundation was thriving and his STAR results for 2011 were in the 400's in all areas, socially and emotionally he was being squashed. The teasing and bullying that went on was unreal and the behaviors were tolerated. The problem was exacerbated and my son was in tears daily and getting hives in anxiety. The high scores weren't worth anything. He was being ostracized and isolated by the other kids who said he was weird and stupid. SCVi is making many improvements and changes and we originally misjudged it. No child there is left behind socially nor emotionally and this is something other schools fail to do. High test scores mean nothing if your child's self esteem is being chipped away. The 4-5 hours of homework a night for 6th grade at the public school didn't help either. At least SCVi is open to parent input and open to making the changes necessary to improve on all levels.
—Submitted by a parent


Posted August 31, 2011

The API scores were posted on the california Department of Education web site today...SCVi dropped again! They are down another 20 points and have fallen below 800. year one 843, year two 810 year three 790! Down 53 points in three years. Along with teachers that leave mid year every year, the chaotic environment without discipline, this charter school gives charter schools a bad name. What a sad excuse for education! What is the Hart District doing???


Posted August 18, 2011

When we started at this school, the teachers our kids had didn't know they were getting a new student! They weren't expecting our kids and seemed really stressed out and put off by having an additional student in their class. We should have turned around and left right there and then. Esp. after seeing the parking lot where the kids play and the sad excuse for a library. Save yourself the trouble and go somewhere else.
—Submitted by a parent


Posted August 16, 2011

SCVi Charter School is an amazing fit for our kids/family. We are extremely happy here and can't wait for school to start in a couple of weeks.
—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

764

Change from
2011 to 2012

-25

API Statewide Rank
(2011)

4 / 10

API Similar Schools Rank (2011)

6 / 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 did not meet 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

764

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

-25

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)

4 / 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)

6 / 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.
English Language Arts

The state average for English Language Arts was 58% in 2012.

58 students were tested at this school in 2012.

2012

 
 
40%

2011

 
 
67%

2010

 
 
50%

2009

 
 
50%
Math

The state average for Math was 64% in 2012.

58 students were tested at this school in 2012.

2012

 
 
60%

2011

 
 
85%

2010

 
 
73%

2009

 
 
50%
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

English Language Arts

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

61 students were tested at this school in 2012.

2012

 
 
66%

2011

 
 
40%

2010

 
 
54%

2009

 
 
50%
Math

The state average for Math was 69% in 2012.

62 students were tested at this school in 2012.

2012

 
 
78%

2011

 
 
51%

2010

 
 
62%

2009

 
 
64%
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

English Language Arts

The state average for English Language Arts was 67% in 2012.

67 students were tested at this school in 2012.

2012

 
 
55%

2011

 
 
68%

2010

 
 
75%

2009

 
 
68%
Math

The state average for Math was 71% in 2012.

67 students were tested at this school in 2012.

2012

 
 
26%

2011

 
 
41%

2010

 
 
50%

2009

 
 
72%
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

English Language Arts

The state average for English Language Arts was 63% in 2012.

68 students were tested at this school in 2012.

2012

 
 
54%

2011

 
 
73%

2010

 
 
74%

2009

 
 
n/a
Math

The state average for Math was 65% in 2012.

68 students were tested at this school in 2012.

2012

 
 
34%

2011

 
 
41%

2010

 
 
47%

2009

 
 
n/a
Science

The state average for Science was 60% in 2012.

68 students were tested at this school in 2012.

2012

 
 
52%

2011

 
 
57%

2010

 
 
66%

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

English Language Arts

The state average for English Language Arts was 59% in 2012.

88 students were tested at this school in 2012.

2012

 
 
63%

2011

 
 
61%

2010

 
 
53%

2009

 
 
n/a
Math

The state average for Math was 55% in 2012.

88 students were tested at this school in 2012.

2012

 
 
24%

2011

 
 
58%

2010

 
 
29%

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 86% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 62% in 2012.

87 students were tested at this school in 2012.

2012

 
 
68%

2011

 
 
61%

2010

 
 
64%

2009

 
 
70%
Math

The state average for Math was 52% in 2012.

88 students were tested at this school in 2012.

2012

 
 
52%

2011

 
 
20%

2010

 
 
42%

2009

 
 
60%
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 49% in 2012.

38 students were tested at this school in 2012.

2012

 
 
29%

2011

 
 
8%

2010

 
 
38%

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 59% in 2012.

75 students were tested at this school in 2012.

2012

 
 
53%

2011

 
 
64%

2010

 
 
60%

2009

 
 
n/a
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.

37 students were tested at this school in 2012.

2012

 
 
8%

2011

 
 
n/a

2010

 
 
30%

2009

 
 
n/a
Geometry

The state average for Geometry was 87% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.

75 students were tested at this school in 2012.

2012

 
 
42%

2011

 
 
55%

2010

 
 
56%

2009

 
 
n/a
Science

The state average for Science was 66% in 2012.

75 students were tested at this school in 2012.

2012

 
 
52%

2011

 
 
58%

2010

 
 
84%

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 25% in 2012.

17 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
0%

2010

 
 
n/a

2009

 
 
n/a
Algebra II

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Biology/Life Sciences

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

49 students were tested at this school in 2012.

2012

 
 
29%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Earth Science

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

2012

 
 
n/a

2011

 
 
54%

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

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

49 students were tested at this school in 2012.

2012

 
 
58%

2011

 
 
68%

2010

 
 
n/a

2009

 
 
n/a
General Mathematics (Grades 6 & 7 Standards)

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 48% in 2012.

28 students were tested at this school in 2012.

2012

 
 
7%

2011

 
 
25%

2010

 
 
n/a

2009

 
 
n/a
Integrated/Coordinated Science 1

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
World History

The state average for World History was 50% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

The state average for Algebra I was 13% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Algebra II

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

11 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Biology/Life Sciences

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

28 students were tested at this school in 2012.

2012

 
 
53%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Chemistry

The state average for Chemistry was 51% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Earth Science

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

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

33 students were tested at this school in 2012.

2012

 
 
60%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 17% in 2012.

21 students were tested at this school in 2012.

2012

 
 
5%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
High School (Summative) Mathematics (Grade 9-11)

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Science

The state average for Science was 53% in 2012.

33 students were tested at this school in 2012.

2012

 
 
57%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
World History

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

33 students were tested at this school in 2012.

2012

 
 
33%

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 10% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Algebra II

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Biology/Life Sciences

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Chemistry

The state average for Chemistry was 34% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Earth Science

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 9% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
High School (Summative) Mathematics (Grade 9-11)

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Physics

The state average for Physics was 56% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
U.S. History

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
World History

The state average for World History was 18% 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

English Language Arts

All Students40%
Females44%
Males35%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged40%
Students with disabilityn/a
Students with no reported disability41%
English learnern/a
Fluent-English proficient and English only39%
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

Math

All Students60%
Females63%
Males58%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability61%
English learnern/a
Fluent-English proficient and English only59%
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

English Language Arts

All Students66%
Females57%
Males74%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only67%
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

Math

All Students78%
Females68%
Males87%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only78%
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

English Language Arts

All Students55%
Females65%
Males47%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged54%
Students with disabilityn/a
Students with no reported disability58%
English learnern/a
Fluent-English proficient and English only56%
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

Math

All Students26%
Females17%
Males33%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino20%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged28%
Students with disabilityn/a
Students with no reported disability27%
English learnern/a
Fluent-English proficient and English only27%
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

English Language Arts

All Students54%
Females55%
Males54%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino40%
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability59%
English learnern/a
Fluent-English proficient and English only53%
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

Math

All Students34%
Females39%
Males30%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino30%
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged33%
Students with disabilityn/a
Students with no reported disability37%
English learnern/a
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students52%
Females43%
Males58%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino25%
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged54%
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only51%
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

English Language Arts

All Students63%
Females68%
Males59%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability64%
English learnern/a
Fluent-English proficient and English only64%
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

Math

All Students24%
Females20%
Males28%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino12%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged26%
Students with disabilityn/a
Students with no reported disability24%
English learnern/a
Fluent-English proficient and English only24%
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 Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
Fluent-English proficient and English onlyn/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 Students68%
Females74%
Males63%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino45%
White (not Hispanic)n/a
Economically disadvantaged55%
Non-economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only71%
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

Math

All Students52%
Females46%
Males57%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino25%
White (not Hispanic)n/a
Economically disadvantaged18%
Non-economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability50%
English learnern/a
Fluent-English proficient and English only55%
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 Students29%
Females15%
Males44%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino42%
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged27%
Students with disabilityn/a
Students with no reported disability28%
English learnern/a
Fluent-English proficient and English only24%
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 Students53%
Females56%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
White (not Hispanic)n/a
Economically disadvantaged36%
Non-economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability57%
English learnern/a
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students8%
Females5%
Males11%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged10%
Students with disabilityn/a
Students with no reported disability10%
English learnern/a
Fluent-English proficient and English only9%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
Fluent-English proficient and English onlyn/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

History - Social Science Grade 8 Cumulative

All Students42%
Females38%
Males47%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino41%
White (not Hispanic)n/a
Economically disadvantaged29%
Non-economically disadvantaged46%
Students with disabilityn/a
Students with no reported disability46%
English learnern/a
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students52%
Females46%
Males58%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
White (not Hispanic)n/a
Economically disadvantaged43%
Non-economically disadvantaged54%
Students with disabilityn/a
Students with no reported disability53%
English learnern/a
Fluent-English proficient and English only51%
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 Students0%
Femalesn/a
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability0%
English learnern/a
Fluent-English proficient and English only0%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

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

Biology/Life Sciences

All Students29%
Females33%
Males25%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino15%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged25%
Non-economically disadvantaged30%
Students with disabilityn/a
Students with no reported disability31%
English learnern/a
Fluent-English proficient and English only30%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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 Students58%
Females71%
Males48%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged58%
Non-economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability64%
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
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
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 Students7%
Females0%
Males13%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged9%
Students with disabilityn/a
Students with no reported disability8%
English learnern/a
Fluent-English proficient and English only4%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Integrated/Coordinated Science 1

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
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
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
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
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 Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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 Students0%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability0%
English learnern/a
Fluent-English proficient and English only0%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students53%
Females45%
Males59%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability54%
English learnern/a
Fluent-English proficient and English only56%
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

Chemistry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
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
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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

English Language Arts

All Students60%
Females54%
Males65%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability61%
English learnern/a
Fluent-English proficient and English only63%
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 Students5%
Femalesn/a
Males8%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged6%
Students with disabilityn/a
Students with no reported disability5%
English learnern/a
Fluent-English proficient and English only5%
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

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

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

Science

All Students57%
Females38%
Males70%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only59%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

World History

All Students33%
Females15%
Males45%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged41%
Students with disabilityn/a
Students with no reported disability32%
English learnern/a
Fluent-English proficient and English only34%
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 Studentsn/a
Femalesn/a
Malesn/a
African Americann/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
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

Algebra II

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

Biology/Life Sciences

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
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
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

Chemistry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
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
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
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
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

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

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
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
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

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

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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

Physics

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

U.S. History

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

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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
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.

34 students were tested at this school in 2012.

2012

 
 
88%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Math

The state average for Math was 84% in 2012.

32 students were tested at this school in 2012.

2012

 
 
78%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/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.

See California's state standards

Source: California Department of Education

English Language Arts

All Students88%
Females77%
Males95%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
White (not Hispanic)95%
Declined to staten/a
Economically disadvantagedn/a
Non-economically disadvantaged89%
Economic Status Unknownn/a
Students with disabilityn/a
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a

Math

All Students78%
Females62%
Males89%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
White (not Hispanic)83%
Declined to staten/a
Economically disadvantagedn/a
Non-economically disadvantaged81%
Economic Status Unknownn/a
Students with disabilityn/a
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/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 62% 28%
Multiple or No Response 15% 3%
Asian 10% 8%
African American 8% 7%
Hispanic or Latino 5% 49%
American Indian or Alaska Native 0% 1%
Filipino 0% 3%
Pacific Islander 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 2%N/A24%
Source: CA Dept. of Education, 2008-2009

Teacher experience

  This school District averageState average
Average years teaching in district 1N/A11
Average years teaching 7N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009

Teacher resources

Special staff resources available to students Assistant principal(s)
Art teacher(s)
College counselor(s)
Computer specialist(s)
Dance teacher(s)
ELL/ESL Coordinator
Instructional aide(s)/coach(es)
Math specialist(s)
Music teacher(s)
PE instructor(s)
Nurse(s)
Poetry/Creative writing teacher(s)
Reading specialist(s)
Robotics/Technology specialist(s)
School psychologist
School social worker/counselors(s)
Special education coordinator
Speech and language therapist(s)
Foreign languages spoken by school staff American sign language
Chinese (Mandarin)
Korean
Spanish
Read more about programs at this school
Source: Manually entered by a school official.

Special education / special needs

Level of special education programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Extra learning resources offered
  • Differentiated learning programs
Staff resources available to students
  • Special education coordinator
  • Speech and language therapist(s)

Science, Technology, Engineering, & Math (STEM)

Specific academic themes or areas of focus
  • Science
  • Technology
Staff resources available to students
  • Computer specialist(s)
  • Math specialist(s)
  • Robotics/Technology specialist(s)
School facilities
  • Computer lab

Arts & music

Specific academic themes or areas of focus
  • Arts (all)
Staff resources available to students
  • Art teacher(s)
  • Dance teacher(s)
  • Music teacher(s)
  • Poetry/Creative writing teacher(s)
School facilities
  • Art room
  • Performance stage
Visual arts
  • Design
Music
  • Band
  • Choir / Chorus
  • Instrumental music lessons
  • Jazz band
  • Orchestra
Performing and written arts
  • Dance
Media arts
  • Graphics
  • Video / Film production
Clubs
  • Drama club
  • Yearbook

Language learning

Specific academic themes or areas of focus
  • Foreign languages
Foreign languages taught
  • Chinese (Mandarin)
  • Korean
  • Spanish
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Staff resources available to students
  • ELL/ESL Coordinator
  • Speech and language therapist(s)
Foreign languages spoken by staff
  • American sign language
  • Chinese (Mandarin)
  • Korean
  • Spanish

Health & athletics

Staff resources available to students
  • Dance teacher(s)
  • Instructional aide(s)/coach(es)
  • Nurse(s)
  • PE instructor(s)
  • School psychologist
School facilities
  • Access to sports fields
  • Kitchen
  • Multi-purpose room ("cafegymatorium")

Gifted & talented

Instructional and/or curriculum models used
  • Gifted / high performing
  • International Baccalaureate (IB)
Extra learning resources offered
  • Acceleration
College preparation / awareness resources offered
  • College prep programs/courses during the year
  • College presentations or information sessions
  • Community college courses
  • School-sponsored trips to college campuses
  • Visiting teachers or lecturers from colleges
School leaders can update this information here.

School basics

School start time
  • 8:45 am
School end time
  • 3:15 pm
Before school or after school care / program onsite
  • Before school: starts at 7:45 a.m.
  • After school: ends at 6:00 p.m.
School Leader's name
  • Richard Shepler
Best ways for parents to contact the school
  • Email
  • Phone
  • email office@scvi-k12.org
Gender
  • Coed
Is there an application process?
  • Yes
Fax number
  • (661) 607-0295

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • College prep
  • Gifted / high performing
  • Hybrid
  • Independent Study
  • Individually guided instruction
  • International Baccalaureate (IB)
  • Internships
  • Multi-aged
  • Project-based
Specific academic themes or areas of focus

Don't understand these terms?
  • Arts (all)
  • Foreign languages
  • Global
  • Science
  • Service learning
  • Technology
Level of special education programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Foreign languages taught
  • Chinese (Mandarin)
  • Korean
  • Spanish
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students

Resources

Staff resources available to students
  • Art teacher(s)
  • Assistant principal(s)
  • College counselor(s)
  • Computer specialist(s)
  • Dance teacher(s)
  • ELL/ESL Coordinator
  • Instructional aide(s)/coach(es)
  • Math specialist(s)
  • Music teacher(s)
  • Nurse(s)
  • PE instructor(s)
  • Poetry/Creative writing teacher(s)
  • Reading specialist(s)
  • Robotics/Technology specialist(s)
  • School psychologist
  • School social worker/counselors(s)
  • Special education coordinator
  • Speech and language therapist(s)
Foreign languages spoken by staff
  • American sign language
  • Chinese (Mandarin)
  • Korean
  • Spanish
Extra learning resources offered
  • Acceleration
  • Career/college counseling
  • Counseling
  • Differentiated learning programs
  • Mentoring
  • Remediation
College preparation / awareness resources offered
  • College prep programs/courses during the year
  • College presentations or information sessions
  • Community college courses
  • School-sponsored trips to college campuses
  • Visiting teachers or lecturers from colleges
Transportation provided for students by the school / district
  • None
School facilities
  • Access to sports fields
  • Art room
  • Audiovisual aids
  • Auditorium
  • Cafeteria
  • Computer lab
  • Internet access
  • Kitchen
  • Learning lab
  • Multi-purpose room ("cafegymatorium")
  • Performance stage
  • Playground
School leaders can update this information here.

Sports

Boys sports
  • Baseball
  • Basketball
  • Cross country
  • Equestrian
  • Flag football
  • Golf
  • Judo / Other Martial Arts
  • Lacrosse
  • Soccer
  • Volleyball
Girls sports
  • Basketball
  • Cross country
  • Equestrian
  • Flag football
  • Golf
  • Judo / Other Martial Arts
  • Lacrosse
  • Soccer
  • Softball
  • Volleyball

Arts & music

Visual arts
  • Design
Music
  • Band
  • Choir / Chorus
  • Instrumental music lessons
  • Jazz band
  • Orchestra
Performing arts
  • Dance
Media arts
  • Graphics
  • Video / Film production

Student clubs

Clubs (distinct from courses)
  • Drama club
  • Girl scouts
  • Yearbook
School leaders can update this information here.

School culture

Dress Code
  • Neither uniforms nor dress code
Parent involvement
  • Attend parent nights
  • Chaperone school trips
  • Coach sports teams or extracurricular activities
  • Monitor the playground
  • Organize cultural events
  • Organize fundraising events (school auction, bake sales, etc.)
  • Parents always welcome
  • Present special topics during curricular units
  • Serve on school improvement team or governance council
  • Tutor
  • Volunteer in the classroom
  • Volunteer time after school
More from this school
  • SCVi & iLEAD Schools mission statement: "Inspiring life-long learners with the skills to lead in the 21st century" “Everybody is a genius. But, if you judge a fish by its ability to climb a tree, it’ll spend its whole life believing that it is stupid.” – Albert Einstein Check out the right to succeed website for schools similar to SCVi & iLEAD Schools http://www.righttosucceed.org/#!amazingschools/cfvg
School leaders can update this information here.

Apply

 

This school accepts applications on a

rolling basis

 
Apply now
 

What are your chances?


2 out of 10students were accepted for the 2012-2013 school year.


Students accepted for the 2012-2013 school year
100
Applications received for the 2012-2013 school year
500

Planning ahead

College preparation / awareness offered
College prep programs/courses during the year
College presentations or information sessions
Community college courses
School-sponsored trips to college campuses
Visiting teachers or lecturers from colleges
Notice an inaccuracy? Let us know!

28060 Hasley Canyon Road
Suite 200
Castaic, CA 91384
Website: Click here
Phone: (661) 705-4820

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