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Teacher quality
Principal leadership
Parent involvement
I moved here from another state where the school district we came from was very organized. To this day I still get emails regarding up coming functions. It has been very frustrating to me since my son entered ORH due to he lack of communication. It seems like the right hand does not know what the left hand is doing. You can never get a straight answer from everyone. They greatly lack organization. When you do find out about events it is usually the week of if you are lucky and many times the day before. I have never seen a school where the faculty (teachers) do not come out and support the students. The parents are not active within the sports either. They are great at complaining but yet when asked to volunteer they are no where to be found. I had concerns regarding my sons grades I called to his counselor on server occassions and emailed as well. It took the counselor over 3 weeks to email back and she never returned any of my calls.
—Submitted by a parent
Good teachers. Decent kids. Great communication. Nurturing environment. Very sweet office staff. Only positivity. Counselors are always helpful. Lots of school pride here. My kid is really happy and has lots of caring friends.
—Submitted by a parent
im confused as to why people are accusing otay ranch of being undiverse when in fact my school has a wide range of white, asian, mexican, african american, islander, and even foreign exchange students !
—Submitted by a student
I have a sophmore and a freshman here it has been a pleasant journey. The number one concern I had as a parent when they entered high school was thier safety. To date i have observed a safe enviroment at Otay High. This really means alot to a parent specially now a days with the violence that is heard of in high schools.
—Submitted by a parent
No diversity and extremely large student population. Administrative organization at this school is minimal. The teachers are, for the most part, efficient. My daughters are transfers from another state. It has been extremely difficult for them to fit in at this school.
—Submitted by a parent
This school has great academics, but sadly the class sizes are way to large for any help if needed. They have classes with the number of students in the fifties, it's that bad. It's hard to get 1-on-1 time with the teacher if you need help, but they always do try. This school is great if you don't mind having your student amongst 50 others. If you want more personalised education, you should look elsewhere.
—Submitted by a student
Otay Ranch High School has upheld a very fine reputation as far as academics and curriculum. When it comes to the students they have had the highest regard to keeping them educatedand prepared for whatever they choose to pursue. The teachers are amazing with a select few that should be more prepared for their classes. Although a bit crowded, the standards of which the students are taught is good.
—Submitted by a student
Average in the state generally ranked #49 of 50 states is NOT good. Too much teaching to the test by at least half of the teachers. Dependence on Scantron penalizes the students from really learning. CA has to do it better and smarter, but everyone seems to be running in circles stressing acceptable levels of merit rather than true learning. If your teachers refuse to grade the homework, why give it?
—Submitted by a parent
Best programs available, over fun great staff to work with. Teachers are very talented and understand the material that they are teaching. Safety could be better because other schools nearby have gang related issues and try to get the students at Otay Ranch involved. Mr Broz is currently doing a Great Job.
—Submitted by T J, a former student
this school is excellent in every which way and I recommend that any parent wondering if they should send their child here think no more as this school has top of the line everything and will be sure to ensure your child will be able to attain greatness
—Submitted by a student
Son just graduated and it was a great school. Only problem was the parking is horrible and it was crowded, but the staff and faculty are great!
—Submitted by a parent
As a parent I have been quite disappointed in the lack of diversity at Otay Ranch High School. Additionally, the attempts at assisting us have been meager at best.
—Submitted by a parent
Our daughter was in the first graduating class and we were happy with prom planned events and graduating ceremony. The parking situation for open house night and graduation was horrible. We found the teachers to be caring also impressed with their immediate response when sent an email or note requiring information about our daughters class participation, test, homework, or her grade at this point of semester. We also were impressed with the counselors and their dedication toward each student. Our daughters counselor changed each year but their dedication and sincerity never changed. We believe the principle has everything to do with the fine staff at Otay Ranch.
—Submitted by a parent
Wow! Its a really nice campus, the staff is exellent, and they have so many good things to offer!
—Submitted by federico esquer, a student
I'm currently a junior at this school. It's overcrowded, lacks even an ounce of spirit, and the system makes it impossible for me to take full advantage of their curriculum. Last year I had more than two teachers throughout the year in four of my classes. Their music program and other e.c. activities are very poor, I think because of all the money they spent on that football field (the one with fake grass). The staff can be rude at times, to both students and each other.
—Submitted by a student
It's been really crowded. But teachers are great&friendly!
—Submitted by a former student
Otay is an excellent school, very new, yet slightly overcrowded. The teachers are excellent with many purposely leaving schools they had taught at for decades to open a new school. The kids are taught from a structured, standard based curriculum in clean classrooms.
—Submitted by a teacher
Great school! Have been happy with the teachers and adminstration. They have been very organized with the paper work.
—Submitted by a parent
Happy teachers, students and parents in general. Can't get anyone to let us help out in any way...don't they want parent involvement? Parking and pick-up situation unbearably bad. Need a city bus to take the kids somewhere safe to pick them up. NO LIBRARY HOURS AFTER SCHOOL? I want my kid in the library for an hour after school doing his homework until the traffic calms down! Year-round school is worth a lot of the hassle, but we still need more opportunities for involvement and a solution to the parking and bus problem.
—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.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 25% in 2012.
266 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
17 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
419 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
623 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
76 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
299 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
231 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
82 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
230 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
278 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
184 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
606 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
264 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
607 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
601 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 10% in 2012.
49 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
239 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
133 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
160 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
70 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
598 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
92 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
169 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
173 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
628 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
34 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 32% |
| Females | 34% |
| Males | 30% |
| African American | 36% |
| Asian | n/a |
| Filipino | 44% |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 42% |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 34% |
| Students with disability | 15% |
| Students with no reported disability | 33% |
| English learner | 25% |
| Fluent-English proficient and English only | 33% |
| Migrant education | n/a |
| Gifted and talented | 72% |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 30% |
| Parent education - some college (includes AA degree) | 26% |
| Parent education - college graduate | 38% |
| Parent education - graduate school/post graduate | 39% |
| Parent education - declined to state | 32% |
| All Students | 83% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 71% |
| Females | 69% |
| Males | 74% |
| African American | 90% |
| Asian | 78% |
| Filipino | 84% |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 76% |
| Students with disability | 33% |
| Students with no reported disability | 72% |
| English learner | 18% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | 63% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | 76% |
| Males | 71% |
| African American | 84% |
| Asian | 85% |
| Filipino | 84% |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 79% |
| Students with disability | 44% |
| Students with no reported disability | 74% |
| English learner | 19% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | 59% |
| All Students | 17% |
| Females | 10% |
| Males | 22% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 17% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 7% |
| Non-economically disadvantaged | 23% |
| Students with disability | 12% |
| Students with no reported disability | 21% |
| English learner | 5% |
| Fluent-English proficient and English only | 22% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 20% |
| Parent education - college graduate | 25% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 7% |
| All Students | 59% |
| Females | 56% |
| Males | 62% |
| African American | 41% |
| Asian | 77% |
| Filipino | 78% |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 64% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | n/a |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 79% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 61% |
| Parent education - declined to state | 50% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 77% |
| Males | 88% |
| African American | 100% |
| Asian | 84% |
| Filipino | 78% |
| Hispanic or Latino | 79% |
| Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 88% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | 65% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 18% |
| Females | 17% |
| Males | 20% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 14% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 18% |
| Non-economically disadvantaged | 19% |
| Students with disability | n/a |
| Students with no reported disability | 15% |
| English learner | 6% |
| Fluent-English proficient and English only | 22% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 20% |
| Parent education - college graduate | 29% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 11% |
| All Students | 58% |
| Females | 61% |
| Males | 54% |
| African American | n/a |
| Asian | 64% |
| Filipino | 76% |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 52% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 61% |
| Students with disability | n/a |
| Students with no reported disability | 58% |
| English learner | n/a |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 72% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | 57% |
| All Students | 40% |
| Females | 40% |
| Males | 41% |
| African American | 13% |
| Asian | n/a |
| Filipino | 58% |
| Hispanic or Latino | 34% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 44% |
| Students with disability | 22% |
| Students with no reported disability | 42% |
| English learner | 15% |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 32% |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | 48% |
| Parent education - graduate school/post graduate | 45% |
| Parent education - declined to state | 31% |
| All Students | 77% |
| Females | 76% |
| Males | 77% |
| African American | n/a |
| Asian | 87% |
| Filipino | 82% |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | n/a |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 75% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 85% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 65% |
| Females | 70% |
| Males | 59% |
| African American | 42% |
| Asian | 81% |
| Filipino | 80% |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 71% |
| Students with disability | 31% |
| Students with no reported disability | 66% |
| English learner | 23% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 39% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 49% |
| All Students | 17% |
| Females | 11% |
| Males | 22% |
| African American | 0% |
| Asian | n/a |
| Filipino | 19% |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 34% |
| Economically disadvantaged | 15% |
| Non-economically disadvantaged | 17% |
| Students with disability | n/a |
| Students with no reported disability | 17% |
| English learner | 22% |
| Fluent-English proficient and English only | 16% |
| Migrant education | n/a |
| Gifted and talented | 37% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 15% |
| Parent education - some college (includes AA degree) | 20% |
| Parent education - college graduate | 17% |
| Parent education - graduate school/post graduate | 15% |
| Parent education - declined to state | 10% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 69% |
| Males | 66% |
| African American | 37% |
| Asian | 89% |
| Filipino | 83% |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 71% |
| Students with disability | 57% |
| Students with no reported disability | 68% |
| English learner | 30% |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 39% |
| Parent education - high school graduate | 49% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | 49% |
| All Students | 54% |
| Females | 52% |
| Males | 57% |
| African American | 31% |
| Asian | 77% |
| Filipino | 69% |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 66% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 59% |
| Students with disability | 21% |
| Students with no reported disability | 58% |
| English learner | 16% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 11% |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | 42% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 26% |
| Females | 27% |
| Males | 26% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 26% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 18% |
| Students with disability | n/a |
| Students with no reported disability | 24% |
| English learner | 10% |
| Fluent-English proficient and English only | 39% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 15% |
| Parent education - college graduate | 33% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 21% |
| Females | 22% |
| Males | 21% |
| African American | 6% |
| Asian | n/a |
| Filipino | 30% |
| Hispanic or Latino | 19% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 30% |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | 20% |
| Students with disability | 0% |
| Students with no reported disability | 22% |
| English learner | n/a |
| Fluent-English proficient and English only | 22% |
| Migrant education | n/a |
| Gifted and talented | 57% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 12% |
| Parent education - some college (includes AA degree) | 23% |
| Parent education - college graduate | 23% |
| Parent education - graduate school/post graduate | 24% |
| Parent education - declined to state | n/a |
| All Students | 43% |
| Females | 42% |
| Males | 44% |
| African American | n/a |
| Asian | n/a |
| Filipino | 68% |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 51% |
| Students with disability | 18% |
| Students with no reported disability | 47% |
| English learner | 17% |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 30% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 61% |
| Parent education - declined to state | 7% |
| All Students | 46% |
| Females | 40% |
| Males | 52% |
| African American | 27% |
| Asian | n/a |
| Filipino | 57% |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 45% |
| Students with disability | n/a |
| Students with no reported disability | 46% |
| English learner | n/a |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | 76% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 37% |
| Parent education - college graduate | 52% |
| Parent education - graduate school/post graduate | 50% |
| Parent education - declined to state | n/a |
| All Students | 35% |
| Females | 22% |
| Males | 44% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 36% |
| Students with disability | 8% |
| Students with no reported disability | 41% |
| English learner | 0% |
| Fluent-English proficient and English only | 44% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 44% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 67% |
| Males | 67% |
| African American | 61% |
| Asian | 91% |
| Filipino | 84% |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 72% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | 12% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 57% |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 74% |
| Parent education - declined to state | 39% |
| All Students | 7% |
| Females | 8% |
| Males | 5% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 7% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 7% |
| Non-economically disadvantaged | 6% |
| Students with disability | n/a |
| Students with no reported disability | 7% |
| English learner | 12% |
| Fluent-English proficient and English only | 5% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 5% |
| Parent education - some college (includes AA degree) | 4% |
| Parent education - college graduate | 8% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 57% |
| Females | 52% |
| Males | 62% |
| African American | n/a |
| Asian | 72% |
| Filipino | 55% |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 59% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | n/a |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | 72% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 54% |
| Parent education - graduate school/post graduate | 66% |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 68% |
| Males | 87% |
| African American | n/a |
| Asian | 100% |
| Filipino | 84% |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 63% |
| Females | 58% |
| Males | 68% |
| African American | 55% |
| Asian | 96% |
| Filipino | 82% |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 67% |
| Students with disability | 10% |
| Students with no reported disability | 67% |
| English learner | 12% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 40% |
| Parent education - high school graduate | 51% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | 36% |
| All Students | 78% |
| Females | 84% |
| Males | 63% |
| African American | n/a |
| Asian | n/a |
| Filipino | 100% |
| Hispanic or Latino | 29% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 92% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
650 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
649 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 93% |
| Females | 94% |
| Males | 91% |
| African American | 91% |
| Asian | 100% |
| Filipino | 99% |
| Hispanic or Latino | 90% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 95% |
| Declined to state | n/a |
| Economically disadvantaged | 91% |
| Non-economically disadvantaged | 95% |
| Economic Status Unknown | 81% |
| Students with disability | 67% |
| Tested with modifications | n/a |
| English learner | 55% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 92% |
| Females | 92% |
| Males | 91% |
| African American | 85% |
| Asian | 100% |
| Filipino | 97% |
| Hispanic or Latino | 89% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Declined to state | n/a |
| Economically disadvantaged | 88% |
| Non-economically disadvantaged | 95% |
| Economic Status Unknown | 79% |
| Students with disability | 49% |
| Tested with modifications | n/a |
| English learner | 62% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 58% | 49% | ||
| Filipino | 18% | 3% | ||
| White | 12% | 28% | ||
| African American | 7% | 7% | ||
| Asian | 4% | 8% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 1% | 1% | ||
| Multiple or No Response | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 17% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 24% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 92% | 85% | ||
| Filipino (Pilipino or Tagalog) | 5% | 1% | ||
| Korean | 1% | 1% | ||
| Vietnamese | 1% | 2% | ||
| All other non-English languages | 0% | 1% | ||
| Japanese | 0% | 0% | ||
| Thai | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 29 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 99% | N/A | 96% |
| Emergency credential or waiver | 1% | N/A | 2% |
| School Leader's name |
|
| Special schedule |
|
| Fax number |
|
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1250 Olympic Parkway
Chula Vista,
CA 91913
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