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GreatSchools Rating

Cathedral City High School

Public | 9-12 | 2702 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 1 rating
2012:
Based on 1 rating
2011:
Based on 2 ratings

Teacher quality

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31 reviews of this school


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Posted June 13, 2014

as the graduating class of 2014 was departing for disneyland gradnight I waved as a gesture of have fun and was given the finger in return what a shame that these children represent thier school in this manner
—Submitted by a parent


Posted April 29, 2013

I think a dress code should be maintained. I have dropped my nephew off at school and am shocked how many daisy duke, mini skirt wearing, bust-revealing young ladies I see on campus. Shame on school officials for not maintaining dress code protocols or standards.


Posted October 11, 2012

This is my son's first year at CCHS. The school may be small and overcrowded, but I really like all of my son's teachers. He's in the AVID program and has all Honors classes. In order to help our school we need parents to be involved. I really like this school. . Hopefully with the new opening of RMHS, will have less students.
—Submitted by a parent


Posted February 6, 2011

THIS SCHOOL IS ABSOLUTELY AMAZING!!! I WOULD'NT GO ANYWHERE ELSE. i love the people, classes, campus, everything.
—Submitted by a student


Posted January 17, 2011

Worst school ever.This place is the only school I've been to that allows the kids to talk filthy to other students all the time even in the classroom.The teachers hear and hardly ever say anything and apparently being stalked by someone here is ok too.The education system is the worst ever,I can learn more from a monkey in a day than I can learn in a whole year.So glad I'm leaving at the end of first semester this is one place I'd recommend you never ever send your kids.CCHS is overcrowed and filthy and the students aren't very bright most of them will end up being no-bodys.
—Submitted by a student


Posted December 18, 2010

VERY good school! The only thing i would change is the football team and its crowded! better than PSHS especially in soccer!
—Submitted by a student


Posted June 28, 2010

CCHS has improved a great deal. Most teachers care about the students. I am happy with this school.
—Submitted by a parent


Posted June 7, 2010

Its a great school it needs a lot of improvement but i believe Mr.Chavez is getting this all straighten up


Posted April 20, 2010

Well i am a freshman in high school right now.... We are taking out CST's right now. Well My year at CCHS Was ok but i kinda was never there. They don't have transpertation I either have to wake up like at 5 to take the bus at 6:15 Or i have to beg or pay people to take me to school. It's hard coming from a poor family amd everyone goes to work early so yeah... I am going to get home schooled because of that. I guess it's better then school since everyone is so judgmental and this way i can be myself. This way i have a chance of graduating
—Submitted by a student


Posted September 16, 2009

Cathedral City High School emcompasses a diverse, and highly spirited student body. Many of the students come to the high school each morning with a positive and warming attitude, excited to learn from some amazing teachers. Furthermore, the teachers take pride in getting to know their students on a personal basis. Nevertheless, the students maintain high expectations of the students, and push for students to put forth their best efforts in all aspects. Finally, the environment at Cathedral City High School acts as enriching soil, providing the opportunities for students to fail, learn and eventually, succeed.
—Submitted by a parent


Posted March 12, 2009

I love this school. I am currently a freshman and I'm enjoying every little experience I have here. I especially enjoy the ROTC program. The students learning environment is so welcoming and help you . They do so much community service and make students more disciplined and attentive. I would like to congratulate the new sergeant and hope he does really well. I would also like to congratulate the cornel, he has done such an awesome job and i enjoy his teaching methods on aircrafts and what not.
—Submitted by a student


Posted January 25, 2009

The Visual and Performing Arts Dept. offers great opportunities for the students at CCHS. Mr. White is a fantastic vocal music teacher! Mr. Whitmore does a superb job with the marching band and the instrumental music classes. All teachers work hard in their overcrowded classrooms.
—Submitted by a teacher


Posted November 20, 2008

Wonderful new principal, great school spirit and helpful teachers!
—Submitted by a parent


Posted September 20, 2008

I do approve this school by 2 stars.First star for career opportunities and 2nd star, for extracurricular activities. The teachers are very confusing while the learning process is okay, but hard to cope up. I would have to say is that I am not that safe in this school and I would rather go to Palm Springs high School..but the address thing..So now I am stuck with this school.
—Submitted by a student


Posted September 19, 2008

The graet majority of students, parents and teachers rate this principal and school as innovative. The campus atmosphere and classroom activity all show that thsi is a place where all students can do very well.
—Submitted by a teacher


Posted June 2, 2008

With how crowed the school is, it is easy to get stuck in a class where the students have lost all interest in learning, as have the teachers lost interest in teaching. Little work = lazy teachers = students not caring.
—Submitted by a student


Posted May 17, 2008

Both of my children attend CCHS. The school may be crowded, but the staff and security have a good handle on the problems. My children are involved in school activities, and are excelling! My daughter will attend CSF next year, and I credit the teachers and counseling staff for helping to make if possible.
—Submitted by a parent


Posted March 4, 2008

I transfered from Palm Springs High School to Cathedral City High School and in my own opinion, Cathedral City High School has much better teachers, stronger programs, and more dedicated counclers. The security is strict and the principal is amazing. The school may be crowded but the teachers try there hardest to help there students. Our sport teams try their hardest and that is all we can ask from them.
—Submitted by a student


Posted February 15, 2008

Its crowded, teachers aren't able to give one on one attention. The students have a 'poor sport' reputation and they tend to live up to it. Many kids only do the bare minimum to get by.
—Submitted by a student


Posted January 3, 2008

I think the teachers are dedicated to teaching the students but the classroom size is to large 40+. I attented back to school night and just about all the teachers asked the parents to talk to the district regarding classroom size. Talking to the district was like talking to the wall. No help. I do not like the overcrowding and inadequate help for students to learn. I would love to change schools but the districts make it impossible to transfer so for now my daughter is stuck in a very overcrowed below average learning facility. I am very displeased with the schools in Palm Springs district...
—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 2013.

This school's
API score

738

Change from
2012 to 2013

+10

API Statewide Rank
(2012)

4 / 10

API Similar Schools Rank (2012)

5 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met its schoolwide API target for 2013.
  • 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 2013

This school's
API score

738

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
2012 to 2013

+10

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. 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
(2012)

4 / 10

API Statewide Rank (2012)
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 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

5 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
Algebra I

The state average for Algebra I was 25% in 2013.

496 students were tested at this school in 2013.

2013

 
 
11%

2012

 
 
9%

2011

 
 
7%

2010

 
 
5%
Algebra II

The state average for Algebra II was 65% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
82%
Biology/Life Sciences

The state average for Biology/Life Sciences was 58% in 2013.

285 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
72%

2011

 
 
82%

2010

 
 
72%
Earth Science

The state average for Earth Science was 38% in 2013.

431 students were tested at this school in 2013.

2013

 
 
30%

2012

 
 
35%

2011

 
 
30%

2010

 
 
23%
English Language Arts

The state average for English Language Arts was 62% in 2013.

695 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
46%

2011

 
 
48%

2010

 
 
46%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 16% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 45% in 2013.

201 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
33%

2011

 
 
41%

2010

 
 
25%
Integrated/Coordinated Science I

The state average for Integrated/Coordinated Science I was 26% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

The state average for World History was 51% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 13% in 2013.

66 students were tested at this school in 2013.

2013

 
 
2%

2012

 
 
8%

2011

 
 
8%

2010

 
 
0%
Algebra II

The state average for Algebra II was 39% in 2013.

185 students were tested at this school in 2013.

2013

 
 
26%

2012

 
 
44%

2011

 
 
50%

2010

 
 
29%
Biology/Life Sciences

The state average for Biology/Life Sciences was 41% in 2013.

386 students were tested at this school in 2013.

2013

 
 
26%

2012

 
 
26%

2011

 
 
28%

2010

 
 
25%
Chemistry

The state average for Chemistry was 46% in 2013.

204 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
57%

2011

 
 
64%

2010

 
 
52%
Earth Science

The state average for Earth Science was 35% in 2013.

13 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
39%

2011

 
 
31%

2010

 
 
25%
English Language Arts

The state average for English Language Arts was 52% in 2013.

591 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
44%

2011

 
 
37%

2010

 
 
37%
Geometry

The state average for Geometry was 15% in 2013.

337 students were tested at this school in 2013.

2013

 
 
4%

2012

 
 
5%

2011

 
 
5%

2010

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

The state average for High School (Summative) Mathematics (Grade 9-11) was 76% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
80%

2010

 
 
53%
Science

The state average for Science was 54% in 2013.

590 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
52%

2011

 
 
46%

2010

 
 
40%
World History

The state average for World History was 46% in 2013.

603 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
33%

2011

 
 
29%

2010

 
 
24%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 10% in 2013.

32 students were tested at this school in 2013.

2013

 
 
9%

2012

 
 
4%

2011

 
 
0%

2010

 
 
4%
Algebra II

The state average for Algebra II was 15% in 2013.

229 students were tested at this school in 2013.

2013

 
 
2%

2012

 
 
11%

2011

 
 
10%

2010

 
 
5%
Biology/Life Sciences

The state average for Biology/Life Sciences was 51% in 2013.

185 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
47%

2011

 
 
50%

2010

 
 
41%
Chemistry

The state average for Chemistry was 32% in 2013.

182 students were tested at this school in 2013.

2013

 
 
31%

2012

 
 
30%

2011

 
 
29%

2010

 
 
25%
Earth Science

The state average for Earth Science was 37% in 2013.

70 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
47%

2011

 
 
61%

2010

 
 
33%
English Language Arts

The state average for English Language Arts was 48% in 2013.

576 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
40%

2011

 
 
39%

2010

 
 
34%
Geometry

The state average for Geometry was 8% in 2013.

66 students were tested at this school in 2013.

2013

 
 
5%

2012

 
 
4%

2011

 
 
3%

2010

 
 
1%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2013.

176 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
35%

2011

 
 
31%

2010

 
 
18%
Physics

The state average for Physics was 58% in 2013.

35 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
76%

2011

 
 
63%

2010

 
 
92%
U.S. History

The state average for U.S. History was 50% in 2013.

601 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
41%

2011

 
 
39%

2010

 
 
31%
World History

The state average for World History was 19% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
14%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students11%
Females8%
Males12%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino10%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)9%
Economically disadvantaged10%
Not economically disadvantaged19%
Students with disability4%
Students with no reported disability11%
English learner4%
Fluent-English proficient and English only13%
Migrant educationn/a
Gifted and talented54%
Parent education - not a high school graduate11%
Parent education - high school graduate9%
Parent education - some college (includes AA degree)8%
Parent education - college graduate13%
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
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students68%
Females62%
Males75%
African Americann/a
Asiann/a
Filipino82%
Hispanic or Latino66%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged66%
Not economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduate58%
Parent education - high school graduate68%
Parent education - some college (includes AA degree)68%
Parent education - college graduate93%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Students30%
Females24%
Males34%
African American27%
Asiann/a
Filipinon/a
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)52%
Economically disadvantaged29%
Not economically disadvantaged41%
Students with disability10%
Students with no reported disability32%
English learner9%
Fluent-English proficient and English only40%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate24%
Parent education - high school graduate34%
Parent education - some college (includes AA degree)38%
Parent education - college graduate8%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students53%
Females56%
Males50%
African American56%
Asiann/a
Filipino58%
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged51%
Not economically disadvantaged70%
Students with disability10%
Students with no reported disability54%
English learner4%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate41%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)64%
Parent education - college graduate82%
Parent education - graduate school/post graduate82%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

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

Geometry

All Students36%
Females34%
Males39%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged36%
Not economically disadvantaged40%
Students with disabilityn/a
Students with no reported disability36%
English learnern/a
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talented64%
Parent education - not a high school graduate28%
Parent education - high school graduate30%
Parent education - some college (includes AA degree)44%
Parent education - college graduate46%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Integrated/Coordinated Science I

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

Physics

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

World 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
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students2%
Females4%
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino2%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged2%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability2%
English learner0%
Fluent-English proficient and English only2%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate4%
Parent education - high school graduate0%
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 Students26%
Females22%
Males33%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)33%
Economically disadvantaged24%
Not economically disadvantaged43%
Students with disabilityn/a
Students with no reported disability27%
English learnern/a
Fluent-English proficient and English only27%
Migrant educationn/a
Gifted and talented61%
Parent education - not a high school graduate27%
Parent education - high school graduate16%
Parent education - some college (includes AA degree)29%
Parent education - college graduate40%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students26%
Females24%
Males28%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)36%
Economically disadvantaged25%
Not economically disadvantaged46%
Students with disability6%
Students with no reported disability28%
English learner6%
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate22%
Parent education - high school graduate24%
Parent education - some college (includes AA degree)38%
Parent education - college graduate40%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students65%
Females60%
Males75%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged62%
Not economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability65%
English learnern/a
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate62%
Parent education - high school graduate63%
Parent education - some college (includes AA degree)68%
Parent education - college graduate67%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Students46%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged42%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability46%
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students45%
Females51%
Males38%
African American64%
Asiann/a
Filipino80%
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged43%
Not economically disadvantaged67%
Students with disability14%
Students with no reported disability46%
English learner3%
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate35%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)58%
Parent education - college graduate57%
Parent education - graduate school/post graduaten/a
Parent education - declined to state38%

Geometry

All Students4%
Females2%
Males5%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)13%
Economically disadvantaged3%
Not economically disadvantaged8%
Students with disability0%
Students with no reported disability4%
English learner1%
Fluent-English proficient and English only4%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate3%
Parent education - high school graduate4%
Parent education - some college (includes AA degree)2%
Parent education - college graduate8%
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
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students49%
Females47%
Males52%
African American57%
Asiann/a
Filipino73%
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged47%
Not economically disadvantaged67%
Students with disability20%
Students with no reported disability50%
English learner10%
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduate38%
Parent education - high school graduate51%
Parent education - some college (includes AA degree)61%
Parent education - college graduate60%
Parent education - graduate school/post graduaten/a
Parent education - declined to state38%

World History

All Students34%
Females29%
Males39%
African American33%
Asiann/a
Filipino53%
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged31%
Not economically disadvantaged55%
Students with disability16%
Students with no reported disability35%
English learner5%
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talented85%
Parent education - not a high school graduate23%
Parent education - high school graduate32%
Parent education - some college (includes AA degree)49%
Parent education - college graduate45%
Parent education - graduate school/post graduaten/a
Parent education - declined to state25%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students9%
Females9%
Males10%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino7%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged10%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability10%
English learner13%
Fluent-English proficient and English only6%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate8%
Parent education - high school graduate8%
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 Students2%
Females2%
Males3%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino2%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)0%
Economically disadvantaged2%
Not economically disadvantaged4%
Students with disabilityn/a
Students with no reported disability2%
English learner4%
Fluent-English proficient and English only2%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate4%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)0%
Parent education - college graduate7%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students55%
Females58%
Males52%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged52%
Not economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability58%
English learner5%
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate39%
Parent education - high school graduate56%
Parent education - some college (includes AA degree)69%
Parent education - college graduate63%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students31%
Females24%
Males35%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged24%
Not economically disadvantaged61%
Students with disabilityn/a
Students with no reported disability31%
English learner12%
Fluent-English proficient and English only32%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate19%
Parent education - high school graduate25%
Parent education - some college (includes AA degree)30%
Parent education - college graduate79%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Students49%
Females51%
Males45%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged43%
Not economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability50%
English learner14%
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate38%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)53%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students45%
Females47%
Males43%
African American36%
Asiann/a
Filipino44%
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged40%
Not economically disadvantaged69%
Students with disability5%
Students with no reported disability46%
English learner6%
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate34%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)49%
Parent education - college graduate64%
Parent education - graduate school/post graduate71%
Parent education - declined to state43%

Geometry

All Students5%
Females3%
Males6%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino2%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged3%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability5%
English learner6%
Fluent-English proficient and English only4%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate6%
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 Students35%
Females27%
Males42%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)47%
Economically disadvantaged29%
Not economically disadvantaged49%
Students with disabilityn/a
Students with no reported disability35%
English learnern/a
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talented67%
Parent education - not a high school graduate29%
Parent education - high school graduate34%
Parent education - some college (includes AA degree)29%
Parent education - college graduate56%
Parent education - graduate school/post graduate55%
Parent education - declined to staten/a

Physics

All Students65%
Femalesn/a
Males64%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged58%
Not economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate83%
Parent education - some college (includes AA degree)54%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students42%
Females37%
Males48%
African American31%
Asiann/a
Filipino44%
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged38%
Not economically disadvantaged69%
Students with disability6%
Students with no reported disability46%
English learner9%
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talented84%
Parent education - not a high school graduate34%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)53%
Parent education - college graduate56%
Parent education - graduate school/post graduate71%
Parent education - declined to state53%

World 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
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 83% in 2013.

621 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
79%

2011

 
 
78%

2010

 
 
75%
Math

The state average for Math was 84% in 2013.

620 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
82%

2011

 
 
75%

2010

 
 
76%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students81%
Females85%
Males77%
Gender Unknownn/a
African American92%
Asiann/a
Filipino94%
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)91%
Declined to staten/a
Economically disadvantaged80%
Not economically disadvantaged90%
Economic Status Unknownn/a
Students with disability24%
Tested with modificationsn/a
English learner41%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students81%
Females82%
Males79%
Gender Unknownn/a
African American85%
Asiann/a
Filipino94%
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)91%
Declined to staten/a
Economically disadvantaged80%
Not economically disadvantaged89%
Economic Status Unknownn/a
Students with disability27%
Tested with modificationsn/a
English learner48%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
Hispanic 83%
White 10%
Black 3%
Asian 1%
American Indian/Alaska Native 0%
Two or more races 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 79%N/AN/A
English language learners 18%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 6%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

Special staff resources available to students Instructional aide(s)/coach(es)
Foreign languages spoken by school staff Spanish
Read more about programs at this school
Source: Provided by a school official.

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Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab

Language learning

Foreign languages spoken by staff
  • Spanish

Health & athletics

Staff resources available to students
  • Instructional aide(s)/coach(es)
School leaders can update this information here.

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by verifying community responses, adding program highlights
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School basics

School Leader's name
  • Guillermo Chavez
Fax number
  • (760) 770-0149

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Individually guided instruction

Resources

Staff resources available to students
  • Instructional aide(s)/coach(es)
Foreign languages spoken by staff
  • Spanish
School facilities
  • Computer lab
School leaders can update this information here.

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69250 Dinah Shore Drive
Cathedral City, CA 92234
Website: Click here
Phone: (760) 770-0100

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