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Teacher quality
Principal leadership
Parent involvement
We have been part of the Castro Valley school district for 10 years now, and I must say I am proud to say my child attends Castro Valley High School. Since there is only one comprehensive high school in Castro Valley, there are a lot of students (almost 2,900) BUT, it gives your child the ability to make friends with students of all different cultures, nationalities and personalities. Having come from a large high school myself I know how students may feel overwhelmed and in the dark in some areas. This is where parents NEED to step up and be involved. It's impossible for 1 counselor to pay attention to each and every child under their care (probably 500 students per counselor). My child's counselor Mr. Byer is AMAZING. He always returns my emails and phone calls regardless of my concern. It's time for parents to take as much responsibility for their child s education as well as the schools. If parents inform themselves and are on the same page as their children then they will be more at ease in school. Not all teachers are perfect, but if you are involved you won't be surprised. Know what their expectations are.
—Submitted by a parent
Our family experience with CVHS has been a joy. While their respective experience and peer groups have been different, both of my children have participated in various actitivies focused on the arts, community service, academic achievement and student governance. Both my son and daughter are enrolled in one of the top universities in the world. I attribute this to their individual spirits, which have been nurtured by some of the most caring, visionary teachers in the bay area. During my children's years in CV, the teachers have provided both stellar academic instruction as well as mentoring and support. I can only think of three challenging teacher experiences during middle and high school , which in general we were able to address with either the teacher or the responsive and judisious administration. Like most life experiences, we receive what we give to an organization. Thus, I highly recommend this school district and especially Canyon Middle school and Castro Valley High school for families that want to be inspired to learn and participate (ptsa is great) in a visionary, diverse and caring learning community.
—Submitted by a parent
For kids who know what they want to do after graduation, this school may be good, but for those who aren't sure or who need that extra push and guidance, not so much. With approximately 3k students it is nearly impossible for staff to handle the needs of all and the office staff is not always very helpful or available to talk to immediately. I rate it at 6 out of 10 overall.
—Submitted by a parent
Our experience with Castro Valley High and the entire Castro Valley district has been excellent. The quality of the teachers, activities, classes is very high. I feel fortunate to live in this district.
—Submitted by a parent
After years of the school system, thanks to Mr. Magno counseling, my 16 year old has a promising year ahead of him as a junior. He shows increased confidence in his classes taught by caring yet challenging teachers.
—Submitted by a parent
This school is great. There is a ton of activities and sports for students to get involved in. The teachers are great and care about the students. The classes are also challenging, and fun. The campus is clean and pretty.
—Submitted by a student
My child is having a terrific learning experience as a 9th grader. I'm am thankful that she has learned to check her spelling before posting messages online. To have so many programs still in place after successive tumultuous state budgets is a testament to the oversight of the district. I only hope we can save the sports programs. They provide a wonderful opportunity for students to excel and perform athletically and academically. My child is getting a great education for life at CVHS. Thank you CVHS Athletic Boosters!
—Submitted by a parent
I am so thankful that my son is currently a Junior and only has one more year at CVHS! I have 3 children, two who have already graduated from CVHS. The school was great 8-9 years ago when my daughter attended because even though there were a lot of students there were no where near the rediculus number of students attending the school today. I purchased a home in CV 12 years ago excepting the higher prices/taxes beacause at the time the pay-off was having superior schools that were safe and not over crowded for my children to attend, but unfortunatly that is no longer the case due to addtion of many out of district transfer students. I am sad for the future CVHS attendies becuase I do not see things getting any better for them.....:-(
—Submitted by a parent
Castro Valley High is the best school in the world. I love all the teachers and our principal is freaking awesome.
—Submitted by a student
This is a wonderful school. My child has been to a few high schools because we've moved a few times, and this is his favorite school in the world. I would recommend this school to everyone who wants to give their child a great education.
—Submitted by a parent
Lots of school activities for students. There is a variety of classes for the students to find the courses that interest them. Awesom principal.
—Submitted by a parent
Castro Valley High has a large population, serivng the entire community, yet manages to maintain its status as a California Distinguished School. The Academics, Arts, and Athletics are outstanding.
—Submitted by a parent
castro valley high has some excellent teachers, but also some mediocre ones.there are some good counselors and some bad ones who don't seem to care about their students.sometimes the front office staff do not treat visitors with respect and courtesy. The rest of the classified staff is terrific,
I went to Castro Valley High my freshman year and i didnt likke it. There are a few teachers who show that they care about the school but the rest i felt had a negative attitude towards me. Plus this chool is not diverse at all. It mostly has white and asian students. I am trying so hard to get my grandmother to let me go to a different school because i want to have good memories about my ending high school years.
—Submitted by a student
This is my freshman year attending CVHS and already, I am extremely stressed out from the work. I'm still managing to get straight As, but it has become increasingly hard. I'd don't like how the school is too crowded, but it doesn't bother me much. I think the main thing CVHS needs to work on is the amount of work given to students, and teachers working personally with their students.
—Submitted by a student
I think it is about time to update some of the parent opinions regarding CVHS. Under the leadership of the current principal, the school is strengthening its academics. I have also noticed that many very qualified teachers have joined the staff. Socially, my sophomore son tells me that CVHS is a place where he can be himself and feel great about it!
—Submitted by a parent
I think this is an outstanding school. My son has many special learning needs. The teachers have been wonderful in communicating and helping my son develop a plan to be successful in his studies.
—Submitted by a parent
I have 3 children who went to CVHS, the third a junior. I have seen the school go from an above average school to one that is just below average. It is too over-crowded and the administration, counselors and teachers are becoming less caring and responsive to the student's needs. It has become a school that places less emphasis in academic excellence to a school that is just trying to balance their budget. Money is such a focus that the school discourages students from taking classes at the community college, even though it can further their educational goals. Not happy with the school.
—Submitted by a parent
I currently attend CVHS and I find it to be annoying at times, but then again I love it at other times. The school has gone steadily downhill since letting transfers from 'stressed' school districts in (like hayward and san leandro). It is increasingly overcrowded (almost 3,000 students) and most classes have about 35 students in them. It's very hard to be recognized for anything and there's a ton of competition between students, as well as tons of students who don't give a care about anything. There are a few exceptionally amazing staff members, but on the contrary there are a lot of teachers who have no business being teachers. It's incredibly disappointing. I think the CVHS experience has a lot to do with luck of who you get for a teacher and how dedicated you are, because if you're not dedicated, you won't get any push from staff.
—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.
300 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
129 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
507 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.
696 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.
13 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
267 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
73 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
211 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
191 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
374 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
703 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
275 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.
145 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
712 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
727 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.
194 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
19 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
157 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
625 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
65 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.
309 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
156 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
646 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 | 26% |
| Females | 20% |
| Males | 31% |
| African American | 15% |
| Asian | 38% |
| Filipino | n/a |
| Hispanic or Latino | 24% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 27% |
| Economically disadvantaged | 22% |
| Non-economically disadvantaged | 27% |
| Students with disability | 14% |
| Students with no reported disability | 27% |
| English learner | 10% |
| Fluent-English proficient and English only | 28% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 23% |
| Parent education - high school graduate | 23% |
| Parent education - some college (includes AA degree) | 27% |
| Parent education - college graduate | 30% |
| Parent education - graduate school/post graduate | 23% |
| Parent education - declined to state | 17% |
| All Students | 94% |
| Females | 95% |
| Males | 93% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 100% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| 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 | 93% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
| All Students | 71% |
| Females | 70% |
| Males | 73% |
| African American | 17% |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | 5% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | 33% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| 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 | 77% |
| Females | 79% |
| Males | 74% |
| African American | 44% |
| Asian | 86% |
| Filipino | 71% |
| Hispanic or Latino | 63% |
| 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 | 65% |
| Non-economically disadvantaged | 79% |
| Students with disability | 32% |
| Students with no reported disability | 78% |
| English learner | 13% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 56% |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | 54% |
| All Students | 0% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | 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 |
| All Students | 61% |
| Females | 63% |
| Males | 58% |
| African American | n/a |
| Asian | 75% |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 60% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | n/a |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | 78% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 61% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 12% |
| Females | 11% |
| Males | 14% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 8% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 13% |
| Economically disadvantaged | 13% |
| Non-economically disadvantaged | 12% |
| Students with disability | n/a |
| Students with no reported disability | 9% |
| English learner | 18% |
| Fluent-English proficient and English only | 11% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 19% |
| Parent education - some college (includes AA degree) | 6% |
| Parent education - college graduate | 11% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 50% |
| Females | 48% |
| Males | 52% |
| African American | 43% |
| Asian | 59% |
| Filipino | n/a |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 44% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 53% |
| Students with disability | n/a |
| Students with no reported disability | 51% |
| English learner | 18% |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | 72% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | 54% |
| Parent education - declined to state | 31% |
| All Students | 46% |
| Females | 44% |
| Males | 47% |
| African American | 52% |
| Asian | 48% |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 56% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 51% |
| Students with disability | 29% |
| Students with no reported disability | 47% |
| English learner | 6% |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 49% |
| Parent education - graduate school/post graduate | 50% |
| Parent education - declined to state | 33% |
| All Students | 61% |
| Females | 59% |
| Males | 64% |
| African American | 43% |
| Asian | 68% |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 61% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 61% |
| Students with disability | n/a |
| Students with no reported disability | 61% |
| English learner | n/a |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | 84% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 66% |
| Parent education - some college (includes AA degree) | 49% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | 35% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 64% |
| Females | 70% |
| Males | 59% |
| African American | 47% |
| Asian | 76% |
| Filipino | 47% |
| 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) | 71% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 70% |
| Students with disability | 24% |
| Students with no reported disability | 66% |
| English learner | 6% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 14% |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | 51% |
| All Students | 23% |
| Females | 23% |
| Males | 23% |
| African American | 13% |
| Asian | 37% |
| Filipino | n/a |
| Hispanic or Latino | 14% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 31% |
| Economically disadvantaged | 16% |
| Non-economically disadvantaged | 24% |
| Students with disability | 0% |
| Students with no reported disability | 24% |
| English learner | n/a |
| Fluent-English proficient and English only | 22% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 9% |
| Parent education - high school graduate | 26% |
| Parent education - some college (includes AA degree) | 19% |
| Parent education - college graduate | 22% |
| Parent education - graduate school/post graduate | 33% |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | 82% |
| Males | 92% |
| African American | n/a |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 94% |
| Non-economically disadvantaged | 84% |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 93% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 70% |
| Males | 67% |
| African American | 45% |
| Asian | 77% |
| Filipino | 58% |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 73% |
| Students with disability | 17% |
| Students with no reported disability | 71% |
| English learner | 22% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 56% |
| All Students | 64% |
| Females | 62% |
| Males | 67% |
| African American | 37% |
| Asian | 74% |
| Filipino | 53% |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 69% |
| Students with disability | 20% |
| Students with no reported disability | 68% |
| English learner | 16% |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 24% |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | 59% |
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 | 25% |
| 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 | 25% |
| English learner | n/a |
| Fluent-English proficient and English only | 25% |
| 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 | 11% |
| Males | 22% |
| African American | 0% |
| Asian | 34% |
| Filipino | 8% |
| Hispanic or Latino | 22% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 15% |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 16% |
| Students with disability | n/a |
| Students with no reported disability | 18% |
| English learner | n/a |
| Fluent-English proficient and English only | 16% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 26% |
| Parent education - some college (includes AA degree) | 20% |
| Parent education - college graduate | 12% |
| Parent education - graduate school/post graduate | 11% |
| Parent education - declined to state | 27% |
| All Students | 16% |
| Females | 17% |
| 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 | 18% |
| Students with disability | n/a |
| Students with no reported disability | 18% |
| English learner | n/a |
| Fluent-English proficient and English only | 21% |
| 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 | 36% |
| Females | 32% |
| Males | 39% |
| African American | 0% |
| Asian | 64% |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 28% |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | 38% |
| Students with disability | n/a |
| Students with no reported disability | 37% |
| English learner | n/a |
| Fluent-English proficient and English only | 36% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 29% |
| Parent education - college graduate | 39% |
| Parent education - graduate school/post graduate | 52% |
| 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 - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 63% |
| Females | 66% |
| Males | 59% |
| African American | 47% |
| Asian | 73% |
| Filipino | 70% |
| Hispanic or Latino | 49% |
| 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 | 40% |
| Non-economically disadvantaged | 67% |
| Students with disability | 28% |
| Students with no reported disability | 64% |
| English learner | 0% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 20% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 70% |
| Parent education - declined to state | 54% |
| All Students | 10% |
| Females | 11% |
| Males | 8% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 11% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 13% |
| Economically disadvantaged | 10% |
| Non-economically disadvantaged | 9% |
| Students with disability | n/a |
| Students with no reported disability | 10% |
| 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 | 17% |
| Parent education - some college (includes AA degree) | 4% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 51% |
| Females | 45% |
| Males | 57% |
| African American | n/a |
| Asian | 62% |
| Filipino | n/a |
| Hispanic or Latino | 34% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 47% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 50% |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | n/a |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | 76% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 31% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | 57% |
| Parent education - declined to state | 56% |
| All Students | 68% |
| Females | 63% |
| Males | 72% |
| African American | n/a |
| Asian | 62% |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 68% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | n/a |
| Fluent-English proficient and English only | 68% |
| 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) | 47% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | n/a |
| All Students | 62% |
| Females | 55% |
| Males | 69% |
| African American | 42% |
| Asian | 72% |
| Filipino | 57% |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 67% |
| Students with disability | 24% |
| Students with no reported disability | 65% |
| English learner | 10% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 18% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | 57% |
| 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.
747 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
726 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 | 92% |
| Females | 95% |
| Males | 88% |
| African American | 85% |
| Asian | 93% |
| Filipino | 89% |
| Hispanic or Latino | 89% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Declined to state | 94% |
| Economically disadvantaged | 86% |
| Non-economically disadvantaged | 93% |
| Economic Status Unknown | 91% |
| Students with disability | 52% |
| Tested with modifications | n/a |
| English learner | 38% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 96% |
| Females | 96% |
| Males | 95% |
| African American | 92% |
| Asian | 98% |
| Filipino | 84% |
| Hispanic or Latino | 93% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Declined to state | 95% |
| Economically disadvantaged | 91% |
| Non-economically disadvantaged | 97% |
| Economic Status Unknown | 91% |
| Students with disability | 82% |
| Tested with modifications | 0% |
| English learner | 76% |
| 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 | 46% | 28% | ||
| Asian | 25% | 8% | ||
| Hispanic or Latino | 16% | 49% | ||
| African American | 7% | 7% | ||
| Filipino | 3% | 3% | ||
| Multiple or No Response | 2% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 3% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 14% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 38% | 85% | ||
| Cantonese | 23% | 2% | ||
| Mandarin (Putonghua) | 11% | 1% | ||
| Korean | 6% | 1% | ||
| Farsi (Persian) | 5% | 0% | ||
| Russian | 4% | 0% | ||
| Arabic | 3% | 1% | ||
| Filipino (Pilipino or Tagalog) | 3% | 1% | ||
| All other non-English languages | 2% | 1% | ||
| Khmer (Cambodian) | 2% | 0% | ||
| Japanese | 1% | 0% | ||
| Polish | 1% | 0% | ||
| Portuguese | 1% | 0% | ||
| Punjabi | 1% | 1% | ||
| Thai | 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 | 9 | N/A | 11 |
| Average years teaching | 11 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 97% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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19400 Santa Maria Avenue
Castro Valley,
CA 94546
Website: Click here
Phone: (510) 537-5910
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