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Ceres High School

Public | 9-12 | 22 students

 

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Living in Ceres

Situated in a suburban neighborhood. The median home value is $128,000. The average monthly rent for a 2 bedroom apartment is $910.

Source: Sperling's Best Places
 
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
No new ratings
2012:
Based on 2 ratings
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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26 reviews of this school


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Posted November 11, 2012

I understand the school is lacking in alot of areas,. I am concerned about the students safety regarding any bullying , that I have not heard of yet.. If anyone has anything to say if this is something to worry about leave comment. .. my son wants to go there but im not sure as yet...
—Submitted by a parent


Posted August 12, 2012

We do not have 8-12 grade at Ceres High. It's 9-12. The principal and school leadership are amazing. It is unfortunate that many things are in danger of being cut from the school due to budget cuts.


Posted November 14, 2009

I'm currently a senior at Ceres High and can honestly say that the school is not awful, but can also add that the school is not amazing. I have spirit, pride, and love for the school, but as for the respect for some staff, not at all. Most of the staff are incredibly easy to befriend, but there are some who are completely unfair and treat others with not as much respect as they do with others.
—Submitted by a student


Posted September 17, 2009

i think ceres hight is the best school in ceres they now how to make learning fun and educational and there are many activitys for students like me can participate and have fun
—Submitted by a student


Posted August 21, 2009

I feel that Ceres High School is doing great with the students given all the cuts that they have had to make with the Calif. budget cuts that the Legislatures has done. Morale is great with the students and the building/program for Technical is doing great. Giving students osther alternatives of education in case they can't afford or want to attend a 4 year collegs.
—Submitted by a parent


Posted February 19, 2009

I'm currently attending Ceres High School and so far it's ok I guess. Most teachers are extremely lazy and do not keep up to date with grades and lack the ability to help their students. Some sports are great but the coaching staff is horrible in many ways. Student involvement is somehow amazing though. The management team here really show that they care for students and will do anything to get them to excel. Whenever I have a problem, I know that I can easily go talk to my counselor or even the Principal and they will welcome me with open arms as they do with anybody else. I really love this school other than the fact that my grades are horrible because of the teachers and the sports are not fun because of the unorganization of the coaches...
—Submitted by a student


Posted September 26, 2008

This is a good school if you want to go to a state university or a junior college. I personally have to say that this school does not prepare you for college, it lacks curriculum overview and about half of the staff is just there to teach and the other is not doing teir job too well.....
—Submitted by a student


Posted May 26, 2008

I am currently a student at this School and after transferring from another high school... I don't think this is a bad school... the only really problem is the lack of participation with the student thats why a lot of things get CANCELLED.
—Submitted by a student


Posted August 4, 2007

I'm a current student at CHS and I agree with alot of the reviews. Since the creation of CVHS, most of the overcrowding issue has been resolved. The teachers range anywhere from horrible to exceptional. I'm an art and drama student myself, and both of these programs are considerably lacking compared to others. There is no auditorium for plays, except a small gym with metal fold out chairs. The college counseling is okay, if you are looking to stay in state. For out of state, you're on your own. Academics are fine, but there is room for improvement, even in the honors.
—Submitted by a student


Posted February 8, 2006

I wish that CHS would have more curricular activities! My daughter is a junior and most dances get cancelled! I would like for my daughter to have something to talk about when she is older! We have spent plenty of money building the other high school - so I think it is only fair that the CHS students should have more dances - if there are not enough tickets sold - combine the two schools together!
—Submitted by a parent


Posted July 6, 2005

This school is great! There is actually a lot of AP classes that are available to students. The only problem is that the school is a little crowded but this will be reduced due to the new school. There are an outstanding amount of music, art, sports, and other extracurricular activities in this school. I am really involved with most of them. Class activities, sports, and dance is really great. There is a great sense of school pride and the strive of students who want to attend college. We have some of the best staff available.
—Submitted by a student


Posted November 3, 2004

This school does a good job with the students that it works with. I have been very happy with the quality of the instructors that my child has had and the administration has also been very responsive to my concerns and questions. I have no complaints here.
—Submitted by a parent


Posted September 10, 2004

Its an okay school. Teachers are great. But student body altogether are somewhat violent and into drug use/gang active. Its not such a good high school student wise. But educational wise its good.
—Submitted by a parent


Posted September 10, 2004

This school is horrible! I had to transfer mid-year to the independent studies school. Teachers are ok some are excellent. But most don't help you out. They expect that if they send you to 'Homework Lab' youll be covered. Also so much gang activity. Fighting and harrassment is a huge problem. Basically staring at someone wrong is a reason to get stabbed. Drug use/selling is another issue. It has the potential to be an excellent school if you take out majority of the student body and keep the great teachers. And maybe get some new leadership. Then the school would be great, but over crowding, violence, lack of student/teacher interaction and parent involvement keeps this school from excelling.
—Submitted by a former student


Posted April 8, 2004

I would like to point out that the teachers at CHS have gottenthe kis to perform better thatn almost 80% of the schools with similar demographics in California. They have to work with what they get. Gang problems, a system that wants them to babysit the trouble makers, etc. Obviously since the school offers tons of honors, AP, and college prep programs then the students have the opportunities they need. The parents are the true problems at any school in any state in any country. Either the parents are involved (which most aren't here, come watch a sport or play, most kids have no one there to let them know they are appreciated. If parents think the 100 or so teachers can be parents to the 2500 students they are sorely mistaken. The school infrastucture is fine, it's the clientele that is misguided.
—Submitted by a teacher


Posted February 26, 2004

I would like to say that as a parent of one student in this school I am very happy with the types of teacher we have except for the Collage Prep Teachers for English. My child has had alot of problems with the way they deal with grades for sophmores and from what I've been told and seen happen is not helping the student get ready for college when they expect them to do college work. They don't grade right and most of the students are failing due to poor grading guidelines. As for the basic over all of the school I think that it could do better where the students and teacher are working togeather and not against each other.
—Submitted by a parent


Posted November 3, 2003

I think it could be a really good school but they need better teachers that pay attention to the students and that actually help instead of just giving the assignment and not helping them when they need help.
—Submitted by a parent


Posted October 28, 2003

I also graduated from Ceres High School.I agree with the comments made by my fellow graduate. There is little to no parent involvement at this school. Most of the teachers are average, a few I didn't care at all for, and a few are exceptional. The school is overcrowded. Hopefully Central Valley High (couldn't they think of a better name?) will help relieve some of these problems. Mainly though, I believe the problem is that most parents (especially those of public school children) don't realize that the primary responsibility to educate, discipline, and teach morals to their children is theirs and theirs alone. Teachers are not jail wardens and they can't teach children who are unwilling to learn. What message are you sending to your chilren when you allow them to believe that their failure is entirely someone else's fault? Stop thinking of it as the instructor's job to make sure your child learns and start thinking of it as your child's job to make sure they learn from the instuctor. The class sizes are too big for that kind of individual attention. However, isn't that the way it is in most of California? In a way, I can't think of better way to prepare students for college. In college, class sizes are huge and teachers don't play babysitter. You have to want to learn. Give your kids a jump start on college now and making learning their responsibility. Go Bulldogs! '97 Rocks!


Posted September 29, 2003

Over crowded , budget cuts to science and speech programs.
—Submitted by a parent


Posted September 9, 2003

The staff is too politically correct. They cannot teach because they are afraid of hurting a student's self-esteem.
—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

778

Change from
2012 to 2013

-1

API Statewide Rank
(2012)

6 / 10

API Similar Schools Rank (2012)

10 / 10


API Growth scores over time

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

778

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

-1

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 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

6 / 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)

10 / 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.

98 students were tested at this school in 2013.

2013

 
 
9%

2012

 
 
10%

2011

 
 
14%

2010

 
 
9%
Algebra II

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

27 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Biology/Life Sciences

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

379 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
50%

2011

 
 
49%

2010

 
 
45%
Earth Science

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

17 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
n/a

2011

 
 
6%

2010

 
 
n/a
English Language Arts

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

391 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
54%

2011

 
 
48%

2010

 
 
52%
General Mathematics (Grades 6 & 7 Standards)

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

33 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
0%

2011

 
 
6%

2010

 
 
0%
Geometry

The state average for Geometry was 45% in 2013.

255 students were tested at this school in 2013.

2013

 
 
18%

2012

 
 
23%

2011

 
 
38%

2010

 
 
38%
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.

68 students were tested at this school in 2013.

2013

 
 
32%

2012

 
 
27%

2011

 
 
40%

2010

 
 
14%
Algebra II

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

139 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
51%

2011

 
 
56%

2010

 
 
61%
Biology/Life Sciences

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

57 students were tested at this school in 2013.

2013

 
 
37%

2012

 
 
30%

2011

 
 
33%

2010

 
 
17%
Chemistry

The state average for Chemistry was 46% in 2013.

264 students were tested at this school in 2013.

2013

 
 
19%

2012

 
 
25%

2011

 
 
31%

2010

 
 
36%
Earth Science

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

16 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

328 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
49%

2011

 
 
48%

2010

 
 
46%
Geometry

The state average for Geometry was 15% in 2013.

113 students were tested at this school in 2013.

2013

 
 
18%

2012

 
 
10%

2011

 
 
14%

2010

 
 
13%
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

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 54% in 2013.

341 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
54%

2011

 
 
53%

2010

 
 
47%
World History

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

343 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
56%

2011

 
 
52%

2010

 
 
50%
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.

37 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
58%

2011

 
 
48%

2010

 
 
30%
Algebra II

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

93 students were tested at this school in 2013.

2013

 
 
27%

2012

 
 
41%

2011

 
 
40%

2010

 
 
39%
Biology/Life Sciences

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

115 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
80%

2011

 
 
72%

2010

 
 
77%
Chemistry

The state average for Chemistry was 32% in 2013.

57 students were tested at this school in 2013.

2013

 
 
5%

2012

 
 
15%

2011

 
 
7%

2010

 
 
15%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

323 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
57%

2011

 
 
56%

2010

 
 
52%
Geometry

The state average for Geometry was 8% in 2013.

90 students were tested at this school in 2013.

2013

 
 
7%

2012

 
 
8%

2011

 
 
21%

2010

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

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

75 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
61%

2011

 
 
69%

2010

 
 
44%
Physics

The state average for Physics was 58% in 2013.

61 students were tested at this school in 2013.

2013

 
 
31%

2012

 
 
39%

2011

 
 
51%

2010

 
 
48%
U.S. History

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

338 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
62%

2011

 
 
61%

2010

 
 
57%
World History

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

18 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
n/a

2011

 
 
20%

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

All Students9%
Females11%
Males8%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino9%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)7%
Economically disadvantaged9%
Non-economically disadvantaged12%
Students with disabilityn/a
Students with no reported disability9%
English learner0%
Fluent-English proficient and English only13%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate4%
Parent education - high school graduate15%
Parent education - some college (includes AA degree)5%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students67%
Females71%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged75%
Non-economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability65%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students50%
Females47%
Males53%
African Americann/a
Asian59%
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged45%
Non-economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability50%
English learner12%
Fluent-English proficient and English only54%
Migrant education40%
Gifted and talentedn/a
Parent education - not a high school graduate36%
Parent education - high school graduate56%
Parent education - some college (includes AA degree)57%
Parent education - college graduate67%
Parent education - graduate school/post graduaten/a
Parent education - declined to state21%

Earth Science

All Students0%
Femalesn/a
Males0%
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 disadvantaged0%
Non-economically disadvantagedn/a
Students with disability0%
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

English Language Arts

All Students58%
Females64%
Males52%
African Americann/a
Asian65%
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)76%
Economically disadvantaged54%
Non-economically disadvantaged75%
Students with disability15%
Students with no reported disability60%
English learner10%
Fluent-English proficient and English only65%
Migrant education67%
Gifted and talentedn/a
Parent education - not a high school graduate50%
Parent education - high school graduate59%
Parent education - some college (includes AA degree)71%
Parent education - college graduate70%
Parent education - graduate school/post graduate36%
Parent education - declined to state47%

General Mathematics (Grades 6 & 7 Standards)

All Students0%
Femalesn/a
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disabilityn/a
English learner0%
Fluent-English proficient and English only0%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
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

Geometry

All Students18%
Females16%
Males23%
African Americann/a
Asian30%
Filipinon/a
Hispanic or Latino15%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)22%
Economically disadvantaged17%
Non-economically disadvantaged27%
Students with disabilityn/a
Students with no reported disability19%
English learner11%
Fluent-English proficient and English only19%
Migrant education14%
Gifted and talentedn/a
Parent education - not a high school graduate15%
Parent education - high school graduate22%
Parent education - some college (includes AA degree)16%
Parent education - college graduate17%
Parent education - graduate school/post graduaten/a
Parent education - declined to state15%

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
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 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 Students32%
Females27%
Males37%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged32%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability33%
English learner13%
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate21%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)46%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students47%
Females43%
Males51%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)43%
Economically disadvantaged45%
Non-economically disadvantaged51%
Students with disabilityn/a
Students with no reported disability47%
English learnern/a
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talented74%
Parent education - not a high school graduate46%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)33%
Parent education - college graduate53%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students37%
Females38%
Males36%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)36%
Economically disadvantaged32%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability37%
English learner14%
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate26%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students19%
Females14%
Males23%
African Americann/a
Asian54%
Filipinon/a
Hispanic or Latino13%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)29%
Economically disadvantaged13%
Non-economically disadvantaged38%
Students with disabilityn/a
Students with no reported disability19%
English learner0%
Fluent-English proficient and English only20%
Migrant educationn/a
Gifted and talented68%
Parent education - not a high school graduate8%
Parent education - high school graduate20%
Parent education - some college (includes AA degree)29%
Parent education - college graduate35%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Students0%
Femalesn/a
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantagedn/a
Students with disability0%
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

English Language Arts

All Students52%
Females53%
Males52%
African Americann/a
Asian80%
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged46%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability53%
English learner10%
Fluent-English proficient and English only58%
Migrant education50%
Gifted and talented96%
Parent education - not a high school graduate32%
Parent education - high school graduate58%
Parent education - some college (includes AA degree)67%
Parent education - college graduate79%
Parent education - graduate school/post graduate67%
Parent education - declined to state64%

Geometry

All Students18%
Females18%
Males18%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)20%
Economically disadvantaged16%
Non-economically disadvantaged27%
Students with disabilityn/a
Students with no reported disability16%
English learner6%
Fluent-English proficient and English only20%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate16%
Parent education - high school graduate18%
Parent education - some college (includes AA degree)25%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

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

Science

All Students63%
Females57%
Males67%
African Americann/a
Asian80%
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged58%
Non-economically disadvantaged79%
Students with disability23%
Students with no reported disability65%
English learner12%
Fluent-English proficient and English only71%
Migrant education39%
Gifted and talented100%
Parent education - not a high school graduate52%
Parent education - high school graduate69%
Parent education - some college (includes AA degree)70%
Parent education - college graduate75%
Parent education - graduate school/post graduate64%
Parent education - declined to state47%

World History

All Students62%
Females58%
Males65%
African Americann/a
Asian73%
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged59%
Non-economically disadvantaged73%
Students with disability15%
Students with no reported disability66%
English learner20%
Fluent-English proficient and English only69%
Migrant education53%
Gifted and talented96%
Parent education - not a high school graduate51%
Parent education - high school graduate66%
Parent education - some college (includes AA degree)68%
Parent education - college graduate75%
Parent education - graduate school/post graduate75%
Parent education - declined to state65%
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 Students48%
Females57%
Males43%
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 disadvantaged47%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability51%
English learnern/a
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate43%
Parent education - high school graduate50%
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 Students27%
Females20%
Males37%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)36%
Economically disadvantaged23%
Non-economically disadvantaged33%
Students with disabilityn/a
Students with no reported disability27%
English learnern/a
Fluent-English proficient and English only27%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate13%
Parent education - high school graduate31%
Parent education - some college (includes AA degree)37%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students63%
Females59%
Males68%
African Americann/a
Asian64%
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged63%
Non-economically disadvantaged63%
Students with disabilityn/a
Students with no reported disability63%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate47%
Parent education - high school graduate65%
Parent education - some college (includes AA degree)56%
Parent education - college graduate85%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students5%
Females3%
Males7%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino5%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)8%
Economically disadvantaged4%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disability7%
English learner0%
Fluent-English proficient and English only7%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate4%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

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

English Language Arts

All Students48%
Females49%
Males46%
African Americann/a
Asian44%
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)57%
Economically disadvantaged47%
Non-economically disadvantaged51%
Students with disability15%
Students with no reported disability49%
English learner3%
Fluent-English proficient and English only53%
Migrant education27%
Gifted and talented85%
Parent education - not a high school graduate45%
Parent education - high school graduate48%
Parent education - some college (includes AA degree)44%
Parent education - college graduate54%
Parent education - graduate school/post graduate73%
Parent education - declined to state53%

Geometry

All Students7%
Females2%
Males11%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino6%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)12%
Economically disadvantaged5%
Non-economically disadvantaged13%
Students with disabilityn/a
Students with no reported disability7%
English learner8%
Fluent-English proficient and English only6%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate10%
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

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

All Students36%
Females30%
Males45%
African Americann/a
Asian73%
Filipinon/a
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)15%
Economically disadvantaged40%
Non-economically disadvantaged25%
Students with disabilityn/a
Students with no reported disability36%
English learnern/a
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talented50%
Parent education - not a high school graduate54%
Parent education - high school graduate31%
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 Students31%
Females5%
Males43%
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)54%
Economically disadvantaged26%
Non-economically disadvantaged47%
Students with disabilityn/a
Students with no reported disability31%
English learnern/a
Fluent-English proficient and English only34%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate19%
Parent education - high school graduate40%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students57%
Females51%
Males62%
African Americann/a
Asian64%
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)60%
Economically disadvantaged55%
Non-economically disadvantaged61%
Students with disability14%
Students with no reported disability60%
English learner21%
Fluent-English proficient and English only61%
Migrant education45%
Gifted and talented90%
Parent education - not a high school graduate49%
Parent education - high school graduate61%
Parent education - some college (includes AA degree)45%
Parent education - college graduate63%
Parent education - graduate school/post graduate82%
Parent education - declined to state67%

World History

All Students0%
Femalesn/a
Males0%
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 disadvantaged0%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English only0%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)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.

345 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
85%

2011

 
 
88%

2010

 
 
81%
Math

The state average for Math was 84% in 2013.

345 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
86%

2011

 
 
86%

2010

 
 
78%
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 Students85%
Females88%
Males82%
Gender Unknownn/a
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)92%
Declined to staten/a
Economically disadvantaged83%
Non-economically disadvantaged93%
Economic Status Unknownn/a
Students with disability38%
Tested with modificationsn/a
English learner47%
Language Fluency Unknownn/a
Migrant education70%

Math

All Students90%
Females89%
Males91%
Gender Unknownn/a
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino88%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)92%
Declined to staten/a
Economically disadvantaged88%
Non-economically disadvantaged97%
Economic Status Unknownn/a
Students with disability50%
Tested with modificationsn/a
English learner58%
Language Fluency Unknownn/a
Migrant education60%
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 66%
White 23%
Asian 6%
Black 2%
American Indian/Alaska Native 1%
Two or more races 1%

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 78%N/AN/A
English language learners 14%N/AN/A

Teacher experience

  This school District averageState average
First-year teachers 5%N/AN/A
Source: CRDC, 2011-2012

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School basics

School Leader's name
  • Linda Stubbs
Fax number
  • (209) 538-8978

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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2320 Central Avenue
Ceres, CA 95307
Phone: (209) 556-1920

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