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GreatSchools Rating

Otay Ranch Senior High School

Public | 9-12 | 2705 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 1 rating
2011:
Based on 1 rating
2010:
No new ratings

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21 reviews of this school


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Posted January 30, 2012

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


Posted March 31, 2011

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


Posted April 5, 2010

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


Posted November 1, 2009

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


Posted September 30, 2009

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


Posted September 24, 2009

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


Posted March 1, 2009

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


Posted September 18, 2008

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


Posted July 29, 2007

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


Posted July 1, 2007

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


Posted June 18, 2007

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


Posted June 15, 2007

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


Posted December 14, 2006

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


Posted October 17, 2006

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


Posted September 22, 2006

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


Posted August 9, 2006

It's been really crowded. But teachers are great&friendly!
—Submitted by a former student


Posted May 30, 2006

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


Posted May 25, 2006

The school is lacking in diversity.
—Submitted by a student


Posted March 16, 2006

Great school! Have been happy with the teachers and adminstration. They have been very organized with the paper work.
—Submitted by a parent


Posted January 19, 2006

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.

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 2012.

This school's
API score

827

Change from
2011 to 2012

+4

API Statewide Rank
(2011)

9 / 10

API Similar Schools Rank (2011)

8 / 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 2012

This school's
API score

827

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
2011 to 2012

+4

Change from 2011 to 2012
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2011)

9 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

8 / 10

API Similar Schools Rank (2011)
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 2012.

266 students were tested at this school in 2012.

2012

 
 
32%

2011

 
 
34%

2010

 
 
33%

2009

 
 
31%
Algebra II

The state average for Algebra II was 69% in 2012.

17 students were tested at this school in 2012.

2012

 
 
83%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Biology/Life Sciences

The state average for Biology/Life Sciences was 60% in 2012.

419 students were tested at this school in 2012.

2012

 
 
71%

2011

 
 
71%

2010

 
 
70%

2009

 
 
58%
Earth Science

The state average for Earth Science was 39% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 57% in 2012.

623 students were tested at this school in 2012.

2012

 
 
73%

2011

 
 
75%

2010

 
 
74%

2009

 
 
62%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.

76 students were tested at this school in 2012.

2012

 
 
17%

2011

 
 
5%

2010

 
 
9%

2009

 
 
13%
Geometry

The state average for Geometry was 48% in 2012.

299 students were tested at this school in 2012.

2012

 
 
59%

2011

 
 
62%

2010

 
 
70%

2009

 
 
62%
Integrated/Coordinated Science 1

The state average for Integrated/Coordinated Science 1 was 22% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
World History

The state average for World History was 50% in 2012.

231 students were tested at this school in 2012.

2012

 
 
82%

2011

 
 
91%

2010

 
 
83%

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 13% in 2012.

82 students were tested at this school in 2012.

2012

 
 
18%

2011

 
 
22%

2010

 
 
5%

2009

 
 
7%
Algebra II

The state average for Algebra II was 42% in 2012.

230 students were tested at this school in 2012.

2012

 
 
58%

2011

 
 
67%

2010

 
 
64%

2009

 
 
39%
Biology/Life Sciences

The state average for Biology/Life Sciences was 43% in 2012.

278 students were tested at this school in 2012.

2012

 
 
40%

2011

 
 
43%

2010

 
 
36%

2009

 
 
32%
Chemistry

The state average for Chemistry was 51% in 2012.

184 students were tested at this school in 2012.

2012

 
 
77%

2011

 
 
72%

2010

 
 
69%

2009

 
 
60%
Earth Science

The state average for Earth Science was 35% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 50% in 2012.

606 students were tested at this school in 2012.

2012

 
 
65%

2011

 
 
63%

2010

 
 
57%

2009

 
 
45%
Geometry

The state average for Geometry was 17% in 2012.

264 students were tested at this school in 2012.

2012

 
 
17%

2011

 
 
30%

2010

 
 
25%

2009

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

The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.

2012

 
 
n/a

2011

 
 
92%

2010

 
 
n/a

2009

 
 
83%
Science

The state average for Science was 53% in 2012.

607 students were tested at this school in 2012.

2012

 
 
67%

2011

 
 
62%

2010

 
 
55%

2009

 
 
45%
World History

The state average for World History was 46% in 2012.

601 students were tested at this school in 2012.

2012

 
 
54%

2011

 
 
58%

2010

 
 
51%

2009

 
 
38%
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 10% in 2012.

49 students were tested at this school in 2012.

2012

 
 
26%

2011

 
 
21%

2010

 
 
14%

2009

 
 
11%
Algebra II

The state average for Algebra II was 15% in 2012.

239 students were tested at this school in 2012.

2012

 
 
21%

2011

 
 
22%

2010

 
 
14%

2009

 
 
7%
Biology/Life Sciences

The state average for Biology/Life Sciences was 53% in 2012.

133 students were tested at this school in 2012.

2012

 
 
43%

2011

 
 
58%

2010

 
 
30%

2009

 
 
36%
Chemistry

The state average for Chemistry was 34% in 2012.

160 students were tested at this school in 2012.

2012

 
 
46%

2011

 
 
43%

2010

 
 
26%

2009

 
 
19%
Earth Science

The state average for Earth Science was 38% in 2012.

70 students were tested at this school in 2012.

2012

 
 
35%

2011

 
 
30%

2010

 
 
22%

2009

 
 
30%
English Language Arts

The state average for English Language Arts was 48% in 2012.

598 students were tested at this school in 2012.

2012

 
 
66%

2011

 
 
62%

2010

 
 
50%

2009

 
 
48%
Geometry

The state average for Geometry was 9% in 2012.

92 students were tested at this school in 2012.

2012

 
 
7%

2011

 
 
3%

2010

 
 
6%

2009

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

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

 
 
57%

2011

 
 
55%

2010

 
 
55%

2009

 
 
41%
Physics

The state average for Physics was 56% in 2012.

173 students were tested at this school in 2012.

2012

 
 
80%

2011

 
 
67%

2010

 
 
77%

2009

 
 
63%
U.S. History

The state average for U.S. History was 48% in 2012.

628 students were tested at this school in 2012.

2012

 
 
63%

2011

 
 
61%

2010

 
 
54%

2009

 
 
51%
World History

The state average for World History was 18% in 2012.

34 students were tested at this school in 2012.

2012

 
 
78%

2011

 
 
55%

2010

 
 
64%

2009

 
 
11%
Scale: % proficient or advanced

About the tests


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

Algebra I

All Students32%
Females34%
Males30%
African American36%
Asiann/a
Filipino44%
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)42%
Economically disadvantaged27%
Non-economically disadvantaged34%
Students with disability15%
Students with no reported disability33%
English learner25%
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talented72%
Parent education - not a high school graduate25%
Parent education - high school graduate30%
Parent education - some college (includes AA degree)26%
Parent education - college graduate38%
Parent education - graduate school/post graduate39%
Parent education - declined to state32%

Algebra II

All Students83%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only82%
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 graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students71%
Females69%
Males74%
African American90%
Asian78%
Filipino84%
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged57%
Non-economically disadvantaged76%
Students with disability33%
Students with no reported disability72%
English learner18%
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduate56%
Parent education - some college (includes AA degree)68%
Parent education - college graduate78%
Parent education - graduate school/post graduate78%
Parent education - declined to state63%

Earth Science

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

English Language Arts

All Students73%
Females76%
Males71%
African American84%
Asian85%
Filipino84%
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged59%
Non-economically disadvantaged79%
Students with disability44%
Students with no reported disability74%
English learner19%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate48%
Parent education - high school graduate64%
Parent education - some college (includes AA degree)69%
Parent education - college graduate80%
Parent education - graduate school/post graduate90%
Parent education - declined to state59%

General Mathematics (Grades 6 & 7 Standards)

All Students17%
Females10%
Males22%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged7%
Non-economically disadvantaged23%
Students with disability12%
Students with no reported disability21%
English learner5%
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate29%
Parent education - some college (includes AA degree)20%
Parent education - college graduate25%
Parent education - graduate school/post graduaten/a
Parent education - declined to state7%

Geometry

All Students59%
Females56%
Males62%
African American41%
Asian77%
Filipino78%
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged41%
Non-economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability59%
English learnern/a
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talented79%
Parent education - not a high school graduaten/a
Parent education - high school graduate42%
Parent education - some college (includes AA degree)48%
Parent education - college graduate71%
Parent education - graduate school/post graduate61%
Parent education - declined to state50%

Integrated/Coordinated Science 1

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

World History

All Students82%
Females77%
Males88%
African American100%
Asian84%
Filipino78%
Hispanic or Latino79%
Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantaged74%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduaten/a
Parent education - high school graduate88%
Parent education - some college (includes AA degree)73%
Parent education - college graduate86%
Parent education - graduate school/post graduate94%
Parent education - declined to state65%
Scale: % proficient or advanced

About the tests


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

Algebra I

All Students18%
Females17%
Males20%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino14%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged18%
Non-economically disadvantaged19%
Students with disabilityn/a
Students with no reported disability15%
English learner6%
Fluent-English proficient and English only22%
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)20%
Parent education - college graduate29%
Parent education - graduate school/post graduaten/a
Parent education - declined to state11%

Algebra II

All Students58%
Females61%
Males54%
African Americann/a
Asian64%
Filipino76%
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)52%
Economically disadvantaged47%
Non-economically disadvantaged61%
Students with disabilityn/a
Students with no reported disability58%
English learnern/a
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talented72%
Parent education - not a high school graduaten/a
Parent education - high school graduate44%
Parent education - some college (includes AA degree)47%
Parent education - college graduate59%
Parent education - graduate school/post graduate73%
Parent education - declined to state57%

Biology/Life Sciences

All Students40%
Females40%
Males41%
African American13%
Asiann/a
Filipino58%
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged34%
Non-economically disadvantaged44%
Students with disability22%
Students with no reported disability42%
English learner15%
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduaten/a
Parent education - high school graduate32%
Parent education - some college (includes AA degree)40%
Parent education - college graduate48%
Parent education - graduate school/post graduate45%
Parent education - declined to state31%

Chemistry

All Students77%
Females76%
Males77%
African Americann/a
Asian87%
Filipino82%
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged65%
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability77%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduaten/a
Parent education - high school graduate75%
Parent education - some college (includes AA degree)64%
Parent education - college graduate79%
Parent education - graduate school/post graduate82%
Parent education - declined to state85%

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

English Language Arts

All Students65%
Females70%
Males59%
African American42%
Asian81%
Filipino80%
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged50%
Non-economically disadvantaged71%
Students with disability31%
Students with no reported disability66%
English learner23%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate39%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)64%
Parent education - college graduate70%
Parent education - graduate school/post graduate83%
Parent education - declined to state49%

Geometry

All Students17%
Females11%
Males22%
African American0%
Asiann/a
Filipino19%
Hispanic or Latino13%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)34%
Economically disadvantaged15%
Non-economically disadvantaged17%
Students with disabilityn/a
Students with no reported disability17%
English learner22%
Fluent-English proficient and English only16%
Migrant educationn/a
Gifted and talented37%
Parent education - not a high school graduaten/a
Parent education - high school graduate15%
Parent education - some college (includes AA degree)20%
Parent education - college graduate17%
Parent education - graduate school/post graduate15%
Parent education - declined to state10%

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

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

Science

All Students67%
Females69%
Males66%
African American37%
Asian89%
Filipino83%
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged59%
Non-economically disadvantaged71%
Students with disability57%
Students with no reported disability68%
English learner30%
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate39%
Parent education - high school graduate49%
Parent education - some college (includes AA degree)70%
Parent education - college graduate75%
Parent education - graduate school/post graduate81%
Parent education - declined to state49%

World History

All Students54%
Females52%
Males57%
African American31%
Asian77%
Filipino69%
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)66%
Economically disadvantaged43%
Non-economically disadvantaged59%
Students with disability21%
Students with no reported disability58%
English learner16%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduate11%
Parent education - high school graduate36%
Parent education - some college (includes AA degree)50%
Parent education - college graduate65%
Parent education - graduate school/post graduate69%
Parent education - declined to state42%
Scale: % proficient or advanced

About the tests


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

Algebra I

All Students26%
Females27%
Males26%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino26%
White (not Hispanic)n/a
Economically disadvantaged38%
Non-economically disadvantaged18%
Students with disabilityn/a
Students with no reported disability24%
English learner10%
Fluent-English proficient and English only39%
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)15%
Parent education - college graduate33%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students21%
Females22%
Males21%
African American6%
Asiann/a
Filipino30%
Hispanic or Latino19%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)30%
Economically disadvantaged25%
Non-economically disadvantaged20%
Students with disability0%
Students with no reported disability22%
English learnern/a
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talented57%
Parent education - not a high school graduaten/a
Parent education - high school graduate12%
Parent education - some college (includes AA degree)23%
Parent education - college graduate23%
Parent education - graduate school/post graduate24%
Parent education - declined to staten/a

Biology/Life Sciences

All Students43%
Females42%
Males44%
African Americann/a
Asiann/a
Filipino68%
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged27%
Non-economically disadvantaged51%
Students with disability18%
Students with no reported disability47%
English learner17%
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduaten/a
Parent education - high school graduate29%
Parent education - some college (includes AA degree)30%
Parent education - college graduate60%
Parent education - graduate school/post graduate61%
Parent education - declined to state7%

Chemistry

All Students46%
Females40%
Males52%
African American27%
Asiann/a
Filipino57%
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged46%
Non-economically disadvantaged45%
Students with disabilityn/a
Students with no reported disability46%
English learnern/a
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talented76%
Parent education - not a high school graduaten/a
Parent education - high school graduate48%
Parent education - some college (includes AA degree)37%
Parent education - college graduate52%
Parent education - graduate school/post graduate50%
Parent education - declined to staten/a

Earth Science

All Students35%
Females22%
Males44%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino31%
White (not Hispanic)n/a
Economically disadvantaged35%
Non-economically disadvantaged36%
Students with disability8%
Students with no reported disability41%
English learner0%
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate29%
Parent education - some college (includes AA degree)41%
Parent education - college graduate44%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students66%
Females67%
Males67%
African American61%
Asian91%
Filipino84%
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged55%
Non-economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability67%
English learner12%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate57%
Parent education - high school graduate59%
Parent education - some college (includes AA degree)62%
Parent education - college graduate75%
Parent education - graduate school/post graduate74%
Parent education - declined to state39%

Geometry

All Students7%
Females8%
Males5%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino7%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged7%
Non-economically disadvantaged6%
Students with disabilityn/a
Students with no reported disability7%
English learner12%
Fluent-English proficient and English only5%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate5%
Parent education - some college (includes AA degree)4%
Parent education - college graduate8%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students57%
Females52%
Males62%
African Americann/a
Asian72%
Filipino55%
Hispanic or Latino43%
American Indian or Alaska Nativen/a
White (not Hispanic)90%
Economically disadvantaged48%
Non-economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability57%
English learnern/a
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talented72%
Parent education - not a high school graduaten/a
Parent education - high school graduate40%
Parent education - some college (includes AA degree)64%
Parent education - college graduate54%
Parent education - graduate school/post graduate66%
Parent education - declined to staten/a

Physics

All Students80%
Females68%
Males87%
African Americann/a
Asian100%
Filipino84%
Hispanic or Latino71%
American Indian or Alaska Nativen/a
White (not Hispanic)90%
Economically disadvantaged65%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduaten/a
Parent education - high school graduate67%
Parent education - some college (includes AA degree)83%
Parent education - college graduate78%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

U.S. History

All Students63%
Females58%
Males68%
African American55%
Asian96%
Filipino82%
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged54%
Non-economically disadvantaged67%
Students with disability10%
Students with no reported disability67%
English learner12%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduate40%
Parent education - high school graduate51%
Parent education - some college (includes AA degree)65%
Parent education - college graduate69%
Parent education - graduate school/post graduate78%
Parent education - declined to state36%

World History

All Students78%
Females84%
Males63%
African Americann/a
Asiann/a
Filipino100%
Hispanic or Latino29%
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only77%
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 graduate92%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 83% in 2012.

650 students were tested at this school in 2012.

2012

 
 
93%

2011

 
 
92%

2010

 
 
88%

2009

 
 
84%
Math

The state average for Math was 84% in 2012.

649 students were tested at this school in 2012.

2012

 
 
92%

2011

 
 
93%

2010

 
 
90%

2009

 
 
85%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students93%
Females94%
Males91%
African American91%
Asian100%
Filipino99%
Hispanic or Latino90%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)95%
Declined to staten/a
Economically disadvantaged91%
Non-economically disadvantaged95%
Economic Status Unknown81%
Students with disability67%
Tested with modificationsn/a
English learner55%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students92%
Females92%
Males91%
African American85%
Asian100%
Filipino97%
Hispanic or Latino89%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)97%
Declined to staten/a
Economically disadvantaged88%
Non-economically disadvantaged95%
Economic Status Unknown79%
Students with disability49%
Tested with modificationsn/a
English learner62%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

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%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 117%N/A24%
Students eligible for free or reduced-price lunch program 224%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

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%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 29N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 11N/A11
Average years teaching 13N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 99%N/A96%
Emergency credential or waiver 1%N/A2%
Source: CA Dept. of Education, 2008-2009

School basics

School Leader's name
  • Jose Brosz
Special schedule
  • Year-round
Fax number
  • (619) 591-5010
School leaders can update this information here.
Notice an inaccuracy? Let us know!

1250 Olympic Parkway
Chula Vista, CA 91913
Website: Click here
Phone: (619) 591-5000

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