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GreatSchools Rating

Ruben S. Ayala High School

Public | 9-12 | 2500 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
No new ratings
2012:
Based on 1 rating
2011:
Based on 4 ratings

Teacher quality

Principal leadership

Parent involvement

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50 reviews of this school


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Posted July 3, 2014

This school is outrageous and chaotic. My firstborn son could not focus on his studies due to despicable teachers and rude students interrupting in his classes. I talked with the principle myself to ask if he could change my sons classes. He said no problem, but it was weeks before the principle actually REMEMBERED. Last but the very least, the elective my son chose, band. Don't get me wrong, the band is great, but the parent meetings are so important and its a shame that other parents NEVER attend these meetings. As a result, what's the point in calling it a meeting if only a few participate? My son was unhappy and was getting C's in classes when he should be getting A's. I switched my son to Chino, hearing that it also a great school. Reading reviews, I gave it one chance, and it blew my mind. My son is in Chino High, and WILL be staying in Chino High. My other sons and daughters will also be attending here. Overall, I strongly recommend to not enroll your students at this "prestigious" school and enroll elsewhere.
—Submitted by a parent


Posted May 15, 2014

As a current student here I feel certain areas can be improved. But overall this high school is what you make out of it. And I'm truly sorry for the bad experiences students have had. There are students and staff who genuinely care. As I said high school is what YOU make of it.
—Submitted by a student


Posted January 21, 2012

I have a had children at this school for 6 years. Some of the teachers are great, but I would say at least 70% of them need to go. One of my children's teachers was doing her daughters college essays during class time and would not correct my child's work. Consequently,my child could not continue copying and coloring in her notebook which was the only thing that was done in her history class. Not very challenging. When I confronted the principal, she suggested that I talk to the teacher and tell her that popularity was not in her job description. Since confronting teachers is the principals duty, I was not impressed. Thank god my son went to TROY. That is a great school.
—Submitted by a parent


Posted August 31, 2011

great school! academics, athletics, and teacher focus are all outstanding areas.i loved sending my child there. he now attends a great college and loved the high school as well! good job staff!
—Submitted by a parent


Posted August 24, 2011

This is a wonderful school to attend. I personally love it. Teachers are willing to help us students out at any cost. They offer after school tutoring and the administrators at the office are always willing to give advice. I have nothing bad to say. But as for the parent below VV from what I heard at the incident was that the child pretty much was acting out in class daily. Security had to come in a few times to get the student out. It wasn't right for the security guard to call her out in class though. The security guard just had enough with coming to get her every day


Posted April 18, 2011

I don't know how the State can award a school that allows teachers and other staff to publicly humlliate, degrade and ridicule students. My daughter has been bullied and her identify defamed. A security guard threatened, provoked and humilliated my child in front of the class and the teacher did nothing. The school was not planning on informing me of the incident, but since there's a video posted on you tube (jail or toe tag), I'm hoping they will do something about it.
—Submitted by a parent


Posted April 13, 2011

This school was just designated a "California Distinguished School". I am not certain what the criteria are for doing so, however I would say it can't be much. The majority of the teaching staff at this school are clock-watchers who are only here for the paycheck. If my daughter were not a senior with less than a few months left I would yank her out of her today. The entire culture of the school is focused on superficiality, especially with how the school looks and the achievements of its athletic teams. The principal is a poser who pretends to be genuine but who in fact presents only a facade of care toward students. She is universally despised by those who teach and work at the school. The athletic director allows coaches to coerce athletes into attending "optional" summer camps which the kids have to pay to attend, and with all the money going to the coaches. Any athlete who refuses to attend these camps can forget about making a team, much less seeing any playing time. Parents "buy" playing time" and "status" for their children by agreeing to work as boosters. If you love your child and want the best for them avoid this school and the other one in Chino Hills at all costs!
—Submitted by a parent


Posted October 22, 2010

This school is in a nice location but has a very terrible learning environment due to its poor administration. It is often the left-hand doesn't know what the right-hand is doing. I was glad that my child is no longer in that school. Also, the morale of the staff is apparently low. There are some good teachers, but many of them are just there to collect their pay checks. The principal is arrogant and often applies double standards when dealing with parents and students. She focuses much on the superficial look of the school site, but neglect to pay attention to the academic needs of many students. With such a weak administrator who is nothing but a politician, I don't think it is a school where students can excel academically. I certainly will not send my other child there when it's time for her high school education.
—Submitted by a parent


Posted June 29, 2010

This is High School is very academically spririted. They thrive on academic excellance just as much as they do for sports. Here sports and education walk hand in hand. The teachers are wonderful and really care about the students needs and learning. The highschool is very clean, safe. Though it is spread out, and without lockers or somewhere to keep books it does place a load to bare on the students when you have to walk from one end of the campus to the other.


Posted June 18, 2010

I am a student at this school and I feel that this school is taking a turn for the worse. They emphasize so much on how their school looks with an example being their football field and absolutely throwing out their passion for the academics and teachers and students of this school. The students are cruel and spoiled who think that the lowest of the low are scum and they hurl insults at whoever looks different and the teachers absolutely don't care about their jobs and believe they have other things to do. The school has a policy on wearing hats with certain colors and I was threatened with a Saturday school for wearing a hat, and it was even the school colors. The Principal at this atrocious school is throwing every good program out for useless things. This was a horrible experience and I hope nobody suffers like I did.
—Submitted by a student


Posted March 21, 2010

I am a current student at this school, and there is much to be desired. First of all, there is almost no discipline on the campus. As an LGBT student, myself and my friends have insults hurled at us, usually in class, and the teachers who do hear ignore it. Too much emphasis is placed upon the athletics department instead of on academics. It seems like there's only a handful of teachers who can actually teach. Most of the teachers are quite mediocre. The principal doesn't seem to care what goes on in the school, but what it looks like on the outside. There is much than can and should be changed about this school.
—Submitted by a student


Posted October 8, 2009

My eldest daughter has just graduated from Ayala and I currently have a daughter attending who is a sophomore. It's definitely a great school. The academics are challenging and most teachers are very helpful. The school prepares it's students for colleges since almost all students here are college bound and motivated to learn. Athletics&clubs are good, there's a lot of extracurricular activities. It's a very clean campus and good student environment, but I've noticed that the school as a whole, teachers and students, cares too much about their image. But other than that, if you have the chance, you should send your son/daughter to Ayala.
—Submitted by a parent


Posted October 8, 2009

Great kids - friendly and smart. Staff is definitely student centered. Counselors are the best!


Posted January 8, 2009

Great school with excellent teachers. Most are brilliant children who have great futures in store for them. Environment is great and the staff are always very hearty. It has always been a pleasure for me to send my son to Ayala High School.
—Submitted by a parent


Posted October 1, 2008

The school is very good. It is a excellent academics . but few teachers are take off.
—Submitted by a parent


Posted September 4, 2008

The school is excellent. It is a safe enviroment for my child and the academics is just superb.
—Submitted by a parent


Posted July 20, 2008

does ayala have a tennis team
—Submitted by a parent


Posted July 10, 2008

A few outstanding teachers, and a lot of mediocre ones. The school tries to put up a good image. Good if you are into sports, bad if you are serious about academics.
—Submitted by a student


Posted January 29, 2008

Great school. Great academics. My child has had a wonderful experience at Ayala HS!
—Submitted by a parent


Posted December 27, 2007

this is by far the best school you would want your children to attend
—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

838

Change from
2012 to 2013

-11

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

6 / 10


API Growth scores over time

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

838

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

-11

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)

9 / 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)

6 / 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.

160 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
48%

2011

 
 
43%

2010

 
 
67%
Algebra II

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

83 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
95%

2011

 
 
76%

2010

 
 
82%
Biology/Life Sciences

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

155 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
95%

2011

 
 
92%

2010

 
 
82%
Earth Science

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

32 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
51%

2011

 
 
52%

2010

 
 
63%
English Language Arts

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

600 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
78%

2011

 
 
73%

2010

 
 
80%
General Mathematics (Grades 6 & 7 Standards)

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

115 students were tested at this school in 2013.

2013

 
 
27%

2012

 
 
25%

2011

 
 
29%

2010

 
 
36%
Geometry

The state average for Geometry was 45% in 2013.

257 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
70%

2011

 
 
67%

2010

 
 
62%
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.

606 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
51%

2011

 
 
51%

2010

 
 
56%
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.

106 students were tested at this school in 2013.

2013

 
 
20%

2012

 
 
24%

2011

 
 
30%

2010

 
 
30%
Algebra II

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

246 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
56%

2011

 
 
49%

2010

 
 
44%
Biology/Life Sciences

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

438 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
65%

2011

 
 
70%

2010

 
 
60%
Chemistry

The state average for Chemistry was 46% in 2013.

165 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
91%

2011

 
 
84%

2010

 
 
71%
Earth Science

The state average for Earth Science was 35% 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 52% in 2013.

627 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
75%

2011

 
 
74%

2010

 
 
69%
Geometry

The state average for Geometry was 15% in 2013.

161 students were tested at this school in 2013.

2013

 
 
24%

2012

 
 
32%

2011

 
 
41%

2010

 
 
23%
High School (Summative) Mathematics (Grade 9-11)

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

79 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
88%

2011

 
 
78%

2010

 
 
89%
Science

The state average for Science was 54% in 2013.

628 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
73%

2011

 
 
73%

2010

 
 
72%
World History

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

52 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
33%

2011

 
 
36%

2010

 
 
37%
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.

19 students were tested at this school in 2013.

2013

 
 
5%

2012

 
 
33%

2011

 
 
13%

2010

 
 
25%
Algebra II

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

174 students were tested at this school in 2013.

2013

 
 
12%

2012

 
 
27%

2011

 
 
24%

2010

 
 
24%
Biology/Life Sciences

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

36 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
63%

2011

 
 
58%

2010

 
 
52%
Chemistry

The state average for Chemistry was 32% in 2013.

302 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
77%

2011

 
 
68%

2010

 
 
44%
Earth Science

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

119 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
52%

2011

 
 
60%

2010

 
 
42%
English Language Arts

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

604 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
72%

2011

 
 
66%

2010

 
 
62%
Geometry

The state average for Geometry was 8% in 2013.

65 students were tested at this school in 2013.

2013

 
 
9%

2012

 
 
17%

2011

 
 
5%

2010

 
 
15%
High School (Summative) Mathematics (Grade 9-11)

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

292 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
58%

2011

 
 
58%

2010

 
 
72%
Physics

The state average for Physics was 58% in 2013.

55 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
100%

2011

 
 
84%

2010

 
 
n/a
U.S. History

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

606 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
63%

2011

 
 
64%

2010

 
 
55%
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
34%
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 Students44%
Females45%
Males44%
African Americann/a
Asian50%
Filipino58%
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)47%
Economically disadvantaged40%
Not economically disadvantaged46%
Students with disabilityn/a
Students with no reported disability45%
English learnern/a
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate46%
Parent education - some college (includes AA degree)31%
Parent education - college graduate57%
Parent education - graduate school/post graduate43%
Parent education - declined to state29%

Algebra II

All Students91%
Females94%
Males90%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantagedn/a
Not economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)77%
Parent education - college graduate97%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Biology/Life Sciences

All Students98%
Females98%
Males99%
African Americann/a
Asian99%
Filipino100%
Hispanic or Latino95%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)97%
Economically disadvantaged100%
Not economically disadvantaged98%
Students with disabilityn/a
Students with no reported disability98%
English learnern/a
Fluent-English proficient and English only98%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)95%
Parent education - college graduate99%
Parent education - graduate school/post graduate100%
Parent education - declined to state92%

Earth Science

All Students72%
Femalesn/a
Males74%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino58%
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 disadvantaged81%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only70%
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 graduate71%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students82%
Females86%
Males77%
African American75%
Asian92%
Filipino89%
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged69%
Not economically disadvantaged85%
Students with disability38%
Students with no reported disability85%
English learner41%
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduate69%
Parent education - high school graduate71%
Parent education - some college (includes AA degree)75%
Parent education - college graduate87%
Parent education - graduate school/post graduate89%
Parent education - declined to state71%

General Mathematics (Grades 6 & 7 Standards)

All Students27%
Females22%
Males32%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)24%
Economically disadvantaged23%
Not economically disadvantaged29%
Students with disability19%
Students with no reported disability32%
English learnern/a
Fluent-English proficient and English only26%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate20%
Parent education - some college (includes AA degree)27%
Parent education - college graduate27%
Parent education - graduate school/post graduate29%
Parent education - declined to state33%

Geometry

All Students58%
Females59%
Males56%
African American33%
Asian81%
Filipino46%
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged43%
Not economically disadvantaged61%
Students with disabilityn/a
Students with no reported disability57%
English learnern/a
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talented79%
Parent education - not a high school graduaten/a
Parent education - high school graduate55%
Parent education - some college (includes AA degree)44%
Parent education - college graduate57%
Parent education - graduate school/post graduate70%
Parent education - declined to state60%

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 Students52%
Females45%
Males60%
African American54%
Asian71%
Filipino55%
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)55%
Economically disadvantaged39%
Not economically disadvantaged55%
Students with disability18%
Students with no reported disability55%
English learner16%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduate14%
Parent education - high school graduate31%
Parent education - some college (includes AA degree)39%
Parent education - college graduate65%
Parent education - graduate school/post graduate60%
Parent education - declined to state39%
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 Students20%
Females16%
Males23%
African Americann/a
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)20%
Economically disadvantaged24%
Not economically disadvantaged19%
Students with disability18%
Students with no reported disability21%
English learnern/a
Fluent-English proficient and English only19%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate8%
Parent education - some college (includes AA degree)24%
Parent education - college graduate16%
Parent education - graduate school/post graduate19%
Parent education - declined to state23%

Algebra II

All Students56%
Females58%
Males54%
African Americann/a
Asian65%
Filipino52%
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)59%
Economically disadvantaged47%
Not economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability56%
English learnern/a
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talented76%
Parent education - not a high school graduaten/a
Parent education - high school graduate53%
Parent education - some college (includes AA degree)53%
Parent education - college graduate56%
Parent education - graduate school/post graduate60%
Parent education - declined to state61%

Biology/Life Sciences

All Students62%
Females59%
Males66%
African American33%
Asian86%
Filipino77%
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged53%
Not economically disadvantaged65%
Students with disability19%
Students with no reported disability70%
English learner58%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate56%
Parent education - some college (includes AA degree)55%
Parent education - college graduate69%
Parent education - graduate school/post graduate73%
Parent education - declined to state56%

Chemistry

All Students89%
Females87%
Males90%
African Americann/a
Asian90%
Filipino88%
Hispanic or Latino80%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)96%
Economically disadvantaged91%
Not economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)86%
Parent education - college graduate86%
Parent education - graduate school/post graduate100%
Parent education - declined to state80%

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
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

English Language Arts

All Students68%
Females69%
Males68%
African American43%
Asian85%
Filipino69%
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)66%
Economically disadvantaged60%
Not economically disadvantaged70%
Students with disability19%
Students with no reported disability74%
English learner21%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate64%
Parent education - high school graduate63%
Parent education - some college (includes AA degree)57%
Parent education - college graduate74%
Parent education - graduate school/post graduate78%
Parent education - declined to state65%

Geometry

All Students24%
Females22%
Males27%
African Americann/a
Asian28%
Filipino20%
Hispanic or Latino21%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)31%
Economically disadvantaged27%
Not economically disadvantaged23%
Students with disabilityn/a
Students with no reported disability25%
English learnern/a
Fluent-English proficient and English only24%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate25%
Parent education - some college (includes AA degree)15%
Parent education - college graduate28%
Parent education - graduate school/post graduate35%
Parent education - declined to state23%

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

All Students95%
Females94%
Males95%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latino88%
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 disadvantaged94%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talented100%
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 graduate91%
Parent education - graduate school/post graduate100%
Parent education - declined to state100%

Science

All Students75%
Females73%
Males77%
African American52%
Asian88%
Filipino85%
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged70%
Not economically disadvantaged76%
Students with disability22%
Students with no reported disability80%
English learner53%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate73%
Parent education - high school graduate64%
Parent education - some college (includes AA degree)65%
Parent education - college graduate81%
Parent education - graduate school/post graduate86%
Parent education - declined to state65%

World History

All Students35%
Females14%
Males52%
African Americann/a
Asian60%
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)n/a
Economically disadvantaged25%
Not economically disadvantaged38%
Students with disabilityn/a
Students with no reported disability41%
English learnern/a
Fluent-English proficient and English only36%
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)9%
Parent education - college graduate38%
Parent education - graduate school/post graduaten/a
Parent education - declined to state44%
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 Students5%
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 disadvantagedn/a
Not economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability8%
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

Algebra II

All Students12%
Females13%
Males11%
African Americann/a
Asian17%
Filipino8%
Hispanic or Latino10%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)15%
Economically disadvantaged8%
Not economically disadvantaged13%
Students with disabilityn/a
Students with no reported disability12%
English learnern/a
Fluent-English proficient and English only12%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate8%
Parent education - some college (includes AA degree)0%
Parent education - college graduate14%
Parent education - graduate school/post graduate22%
Parent education - declined to state11%

Biology/Life Sciences

All Students66%
Females67%
Males67%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino36%
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 disadvantaged68%
Students with disabilityn/a
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talented100%
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 graduate100%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students67%
Females63%
Males73%
African Americann/a
Asian72%
Filipino58%
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged57%
Not economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talented76%
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)71%
Parent education - college graduate65%
Parent education - graduate school/post graduate73%
Parent education - declined to state69%

Earth Science

All Students47%
Females30%
Males58%
African Americann/a
Asian33%
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)69%
Economically disadvantaged36%
Not economically disadvantaged49%
Students with disability35%
Students with no reported disability52%
English learnern/a
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate56%
Parent education - some college (includes AA degree)38%
Parent education - college graduate48%
Parent education - graduate school/post graduate67%
Parent education - declined to state44%

English Language Arts

All Students58%
Females60%
Males55%
African American52%
Asian80%
Filipino61%
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)60%
Economically disadvantaged41%
Not economically disadvantaged61%
Students with disability15%
Students with no reported disability61%
English learner9%
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduaten/a
Parent education - high school graduate44%
Parent education - some college (includes AA degree)48%
Parent education - college graduate61%
Parent education - graduate school/post graduate73%
Parent education - declined to state56%

Geometry

All Students9%
Females5%
Males15%
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)0%
Economically disadvantaged19%
Not economically disadvantaged6%
Students with disabilityn/a
Students with no reported disability10%
English learnern/a
Fluent-English proficient and English only9%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate0%
Parent education - some college (includes AA degree)9%
Parent education - college graduate12%
Parent education - graduate school/post graduaten/a
Parent education - declined to state11%

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

All Students58%
Females49%
Males67%
African Americann/a
Asian77%
Filipino48%
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)51%
Economically disadvantaged50%
Not economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability58%
English learnern/a
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talented78%
Parent education - not a high school graduaten/a
Parent education - high school graduate40%
Parent education - some college (includes AA degree)41%
Parent education - college graduate64%
Parent education - graduate school/post graduate72%
Parent education - declined to state51%

Physics

All Students93%
Females90%
Males94%
African Americann/a
Asian96%
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)100%
Economically disadvantagedn/a
Not economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talented94%
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 graduate100%
Parent education - graduate school/post graduate92%
Parent education - declined to state92%

U.S. History

All Students57%
Females49%
Males65%
African American48%
Asian71%
Filipino72%
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged38%
Not economically disadvantaged61%
Students with disability22%
Students with no reported disability61%
English learnern/a
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduate37%
Parent education - some college (includes AA degree)49%
Parent education - college graduate61%
Parent education - graduate school/post graduate67%
Parent education - declined to state61%

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.

636 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
96%

2011

 
 
95%

2010

 
 
94%
Math

The state average for Math was 84% in 2013.

634 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
95%

2011

 
 
94%

2010

 
 
96%
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 Students95%
Females97%
Males94%
Gender Unknownn/a
African American85%
Asian97%
Filipino98%
Hispanic or Latino94%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)96%
Declined to staten/a
Economically disadvantaged90%
Not economically disadvantaged97%
Economic Status Unknown90%
Students with disability71%
Tested with modificationsn/a
English learner80%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students94%
Females93%
Males96%
Gender Unknownn/a
African American73%
Asian98%
Filipino98%
Hispanic or Latino92%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)96%
Declined to staten/a
Economically disadvantaged94%
Not economically disadvantaged96%
Economic Status Unknown81%
Students with disability74%
Tested with modificationsn/a
English learner87%
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 35%
White 27%
Asian 22%
Black 4%
Two or more races 3%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 20%N/AN/A
English language learners 3%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 0%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

Arts & music

Music
  • Orchestra

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
and more! Get started »

School basics

School Leader's name
  • Diana Yarboi
Fax number
  • (909) 464-9239

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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14255 Peyton Avenue
Chino Hills, CA 91709
Website: Click here
Phone: (909) 627-3584

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