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Teacher quality
Principal leadership
Parent involvement
I think this school is outstanding! The parent/teacher communication here is absolutely AMAZING. If you call or email your child's teacher w/any questions, they get back to you within a couple hours, not days! They have JupiterGrades.com so you can always look up your kid's grades and see teacher's notes about how your kid is doing in classes. You can also opt to get school text messages sent to your phone for report card info or if your kid is late or absent. There's honestly nothing the kids can get away with here w/out you being notified right away. They have the highest high school API scores in the South Bay. The teachers are incredible and truly care about your child's education, their future goals and they treat students w/respect. I'm very happy my daughter is going here. And to the person who wrote in their comment that the kids here are kind of snobby just because these kids here don't act ghetto doesn't mean they're snobby they just know how to act right. p.s. I love their monthly "Coffee with the Principal" gatherings! Great way to interact with the Principal and other parents.
—Submitted by a parent
Eastlake is the top school in the Eastlake district. I feel it is over-rated though,you have block schedules and a lot of quizzes. KIds are kind of snobby, they drive BMWs.Mercedes,Range Rovers... Just because schools have high API scores does not mean they are actually good and that your student will enjoy the school. Similarly, just because a school has a low API score does not mean they are bad.
—Submitted by a student
I wonder if the parent who wrote the latest 10/12 review could share what thier horrible experience at this school was? Thank you.
—Submitted by a parent
My son and I have had a horrible experience at this school. I could never recommend this school to anyone.
—Submitted by a parent
Our son recently graduated from Eastlake High School with a honors diploma and will be attending a top notch college in the fall. We felt the education he received there was excellent. The school offers a variety of AP and honors classes that will help prepare students for the next level. Along with the outstanding athletic, arts & performance, music and robotics programs, Eastlake's diverse student population and sense of family, makes it one of the best public high schools in the county.
—Submitted by a parent
A very fine school, with outstanding teachers, caring counselors, good opportunities for participation in sports, music, robotics, etc., Eastlake harbors a rich environment for learning. My daughter is now a senior and has taken many challenging AP and honors classes, and I believe she is being well-prepared for college. I am hoping the school will continue to flourish despite all the budgetary concerns.
—Submitted by a parent
Eastlake High School is by far the best high school in the Chula Vista area and beyond. Although, they do not have a wide variety of class choices but decent ones, the teachers and staff were trained very well. I like that spanish isn't the only language choice. Counselor's try to help most of the time but they're usually out on meetings. They have a very nice facility and great students. Principal walks around at least once a week to check up on random classes and takes notes down and makes changes if needed and the rest of the staff are just very kind.
My daughter is always complaining how the curriculm of her grade (9th), is boring and not challenging. Its very dissappointing that our tax $ for education, seems to provide such a poor quality for our children.
—Submitted by a parent
The wide range of opportunities Eastlake High displays is admired throughout the Sout Bay. Eastlake is filled with great learning, progression in sports, the arts, and extra curriculars, and overall has alot of heart
—Submitted by a student
Best group of RSP teachers I have ever worked with. They are genuinely concerned with helping your child be successful and spend the extra time needed when necessary.
—Submitted by a parent
We are very pleased with the curriculum, activities, and administration at Eastlake High School. Our child has participated in sports and music programs. There are so many opportunities for kid's to excel at this school!! The schoolwork is challenging and well-rounded.
—Submitted by a parent
I have had 2 sons attend Eastlake. They both played sports. One graduated 2 years ago, although he was not one of the higher achievers academically. Jis coaches held him as well as the whole team to higher standards with their GPA as well as in the community. I believe any of the coaches, counselors, and staff at Eastlake hold and expect our students to these higher standards that we would expect from our children. If not for the coaches requiring more from my son he would not have the confidence to persue and honorable career as he has and now my 2nd son would like to serve his community in the same profession. I am very proud to say my sons are graduates from Eastlake High.
—Submitted by a parent
Eastlake is the best high school in the South Bay. One of the best in the county. Test scores are among the highest to be found in the San Diego area. As the parent of a graduating senior this year, I know that Eastlake High prepared my son to be successful in college next year and beyond. My son participated in many extracurricular activities, including drama, ACE, sports, community outreach, among others, all available through the programs offered here. My thanks go to all the excellent staff for their efforts to help make my son the best he could be.
—Submitted by John Brickley, a parent
Absolutely outstanding school in the county. I trust this school with my children and my children has been doing so much better. They've been active, playing in sports. My daughter who is now an alumni played basketball and my son now plays football. I thank this school from my heart.
—Submitted by a parent
This school is equipped with the latest technology and access to many academic opportunities for students to take full advantage of. They also have a great tennis team and the facility is new.
—Submitted by a former student
My daughter graduated from Eastlake High School in 2005 and is doing great in her first year of College in a California UC. THIS IS a GREAT school. Multi cultural, AP courses, plenty of Extra's! Super teachers and counselors. Sports are a BIG thing. There is no reason a child can't succeed here. Only they can hold themselves back. If they want to learn this is the place. Parent support is good. Could be better. Trouble can be found at any school, but it is minimal here.
—Submitted by a parent
Eastlake high school is a great school where students face the 'real world' in a sense. I was a student there and made it to Stanford University. The education and resources are there if your student reaches for them. I am convinced that every student can achieve greatness at this school- but it has to be their choice. The faculty is amazing, no teachers will ever teach life better than them. The diversity asures that no one feels left out- and those that do ultimately bond together anyway. Eastlake is a splendid school.
—Submitted by Jenny, a former student
The principal has gone overboard on attempting to establish the prestige of his school by getting rid of the majority of Honors classes and forcing students to either take AP or accelerated classes. This is not good for students who wish to take a challeneging class but feel they cannot cut it in AP classes and lowers their GPAs as regular classes are on a 4 point scale for GPA and honors classes are on a 5 point scale. The range of teacher quality is very diverse but on the whole, they are all good. The best programs are the ones where two teachers team up and have the same students for two classes. (Most of the time the two classes are English and History). This joint teaching system works very well and influences friendships among the students as they are in the same class with the same peers.
—Submitted by a student
Over all Eastlake High School is a good school. I attended Eastlake for four years and I had a good experience there. I excelled both academically and athletically at the school. One thing that I did noticed is that Eastlake let too many good students slip between the cracks. I also think that Stan Canaris was an excellent principal and that Sid Salazar should try to emulate the qualities of Stan Canaris that make a good principal. Stan Canaris was approachable, respected, feared, and admired by both the students and staff.
—Submitted by Felice Chavez, a former student
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.
281 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
520 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.
710 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.
106 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
356 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.
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.
137 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
325 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
313 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
254 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
21 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
676 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
201 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.
11 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
683 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
703 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.
22 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
222 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
144 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
209 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
37 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
575 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
74 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.
253 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
107 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
594 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% 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 | 33% |
| Females | 32% |
| Males | 34% |
| African American | 26% |
| Asian | n/a |
| Filipino | 44% |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 41% |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 36% |
| Students with disability | 26% |
| Students with no reported disability | 34% |
| English learner | 19% |
| Fluent-English proficient and English only | 34% |
| Migrant education | n/a |
| Gifted and talented | 56% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 37% |
| Parent education - some college (includes AA degree) | 28% |
| Parent education - college graduate | 40% |
| Parent education - graduate school/post graduate | 24% |
| Parent education - declined to state | n/a |
| 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 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 | 80% |
| Females | 77% |
| Males | 83% |
| African American | 88% |
| Asian | 93% |
| Filipino | 95% |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 83% |
| Students with disability | 29% |
| Students with no reported disability | 82% |
| English learner | 27% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 82% |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 91% |
| 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 | 80% |
| Females | 83% |
| Males | 77% |
| African American | 83% |
| Asian | 82% |
| Filipino | 91% |
| Hispanic or Latino | 73% |
| 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) | 91% |
| Economically disadvantaged | 70% |
| Non-economically disadvantaged | 82% |
| Students with disability | 61% |
| Students with no reported disability | 81% |
| English learner | 20% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 78% |
| Parent education - high school graduate | 70% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | 85% |
| All Students | 11% |
| Females | 13% |
| Males | 10% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 10% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 33% |
| Economically disadvantaged | 5% |
| Non-economically disadvantaged | 16% |
| Students with disability | 8% |
| Students with no reported disability | 15% |
| English learner | 0% |
| Fluent-English proficient and English only | 15% |
| 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) | 14% |
| Parent education - college graduate | 7% |
| Parent education - graduate school/post graduate | 29% |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 69% |
| Males | 65% |
| African American | 65% |
| Asian | 95% |
| Filipino | 75% |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | n/a |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 84% |
| Parent education - not a high school graduate | 91% |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | 75% |
| 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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| 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 |
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 | 11% |
| Females | 10% |
| Males | 12% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 7% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 21% |
| Economically disadvantaged | 12% |
| Non-economically disadvantaged | 11% |
| Students with disability | 10% |
| Students with no reported disability | 11% |
| English learner | 0% |
| Fluent-English proficient and English only | 13% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 7% |
| Parent education - some college (includes AA degree) | 16% |
| Parent education - college graduate | 5% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 19% |
| All Students | 54% |
| Females | 57% |
| Males | 51% |
| African American | 47% |
| Asian | 65% |
| Filipino | 65% |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 55% |
| Students with disability | n/a |
| Students with no reported disability | 55% |
| English learner | n/a |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | 76% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 55% |
| Parent education - declined to state | 34% |
| All Students | 64% |
| Females | 62% |
| Males | 65% |
| African American | 72% |
| Asian | 85% |
| Filipino | 84% |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 67% |
| Students with disability | 43% |
| Students with no reported disability | 65% |
| English learner | 19% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 74% |
| Parent education - declined to state | 63% |
| All Students | 54% |
| Females | 52% |
| Males | 55% |
| African American | 33% |
| Asian | n/a |
| Filipino | 58% |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 57% |
| Students with disability | n/a |
| Students with no reported disability | 53% |
| English learner | n/a |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | 73% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | 57% |
| Parent education - declined to state | 33% |
| All Students | 57% |
| Females | n/a |
| Males | 60% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 59% |
| Students with disability | n/a |
| Students with no reported disability | 58% |
| English learner | n/a |
| Fluent-English proficient and English only | 57% |
| 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 | 70% |
| Females | 74% |
| Males | 66% |
| African American | 76% |
| Asian | 87% |
| Filipino | 86% |
| 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) | 78% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 74% |
| Students with disability | 50% |
| Students with no reported disability | 71% |
| English learner | 20% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 60% |
| All Students | 12% |
| Females | 8% |
| Males | 16% |
| African American | n/a |
| Asian | n/a |
| Filipino | 10% |
| Hispanic or Latino | 10% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 25% |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | 11% |
| Students with disability | n/a |
| Students with no reported disability | 12% |
| English learner | 15% |
| Fluent-English proficient and English only | 12% |
| Migrant education | n/a |
| Gifted and talented | 14% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 13% |
| Parent education - college graduate | 20% |
| Parent education - graduate school/post graduate | 8% |
| Parent education - declined to state | 0% |
| All Students | 54% |
| 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 | 55% |
| Students with no reported disability | 55% |
| 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 | 76% |
| Females | 72% |
| Males | 80% |
| African American | 80% |
| Asian | 83% |
| Filipino | 88% |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 80% |
| Students with disability | 45% |
| Students with no reported disability | 77% |
| English learner | 29% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | 71% |
| All Students | 64% |
| Females | 56% |
| Males | 72% |
| African American | 68% |
| Asian | 70% |
| Filipino | 77% |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 67% |
| Students with disability | 29% |
| Students with no reported disability | 67% |
| English learner | 24% |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | 52% |
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 | n/a |
| Males | 17% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 25% |
| Students with disability | n/a |
| Students with no reported disability | 24% |
| English learner | n/a |
| 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 | 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 | 18% |
| Females | 19% |
| Males | 18% |
| African American | 14% |
| Asian | n/a |
| Filipino | 13% |
| Hispanic or Latino | 18% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 17% |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | 18% |
| Students with disability | n/a |
| Students with no reported disability | 18% |
| English learner | 27% |
| Fluent-English proficient and English only | 18% |
| Migrant education | n/a |
| Gifted and talented | 32% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 21% |
| Parent education - some college (includes AA degree) | 15% |
| Parent education - college graduate | 19% |
| Parent education - graduate school/post graduate | 14% |
| Parent education - declined to state | 29% |
| All Students | 72% |
| Females | 71% |
| Males | 74% |
| African American | n/a |
| Asian | n/a |
| Filipino | 85% |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 74% |
| Students with disability | 29% |
| Students with no reported disability | 77% |
| English learner | 31% |
| 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 | n/a |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | 40% |
| All Students | 44% |
| Females | 32% |
| Males | 58% |
| African American | 16% |
| Asian | 55% |
| Filipino | 48% |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 50% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 44% |
| Students with disability | n/a |
| Students with no reported disability | 44% |
| English learner | n/a |
| Fluent-English proficient and English only | 45% |
| Migrant education | n/a |
| Gifted and talented | 72% |
| 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 | 49% |
| Parent education - graduate school/post graduate | 52% |
| Parent education - declined to state | 35% |
| All Students | 41% |
| Females | 47% |
| Males | 35% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 40% |
| Students with disability | n/a |
| Students with no reported disability | 47% |
| English learner | n/a |
| Fluent-English proficient and English only | 45% |
| 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 | 46% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 77% |
| Males | 76% |
| African American | 71% |
| Asian | 74% |
| Filipino | 78% |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 79% |
| Students with disability | 50% |
| Students with no reported disability | 77% |
| English learner | 18% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 64% |
| Parent education - high school graduate | 72% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | 66% |
| All Students | 7% |
| Females | 3% |
| Males | 10% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 4% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 5% |
| Non-economically disadvantaged | 8% |
| Students with disability | n/a |
| Students with no reported disability | 5% |
| English learner | n/a |
| Fluent-English proficient and English only | 8% |
| 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) | 9% |
| Parent education - college graduate | 4% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 58% |
| Females | 48% |
| Males | 69% |
| African American | n/a |
| Asian | 80% |
| Filipino | 65% |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 59% |
| 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 | 54% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | 67% |
| All Students | 83% |
| Females | 78% |
| Males | 87% |
| African American | n/a |
| Asian | 100% |
| Filipino | 89% |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 89% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 68% |
| Males | 81% |
| African American | 70% |
| Asian | 82% |
| Filipino | 79% |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 76% |
| Students with disability | 41% |
| Students with no reported disability | 77% |
| English learner | 29% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | 58% |
| 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 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 - 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.
711 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
707 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 | 95% |
| Females | 96% |
| Males | 93% |
| African American | 88% |
| Asian | 100% |
| Filipino | 98% |
| Hispanic or Latino | 92% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 98% |
| Declined to state | n/a |
| Economically disadvantaged | 88% |
| Non-economically disadvantaged | 97% |
| Economic Status Unknown | 93% |
| Students with disability | 70% |
| Tested with modifications | n/a |
| English learner | 53% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 94% |
| Females | 95% |
| Males | 93% |
| African American | 88% |
| Asian | 100% |
| Filipino | 98% |
| Hispanic or Latino | 92% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 98% |
| Declined to state | n/a |
| Economically disadvantaged | 90% |
| Non-economically disadvantaged | 95% |
| Economic Status Unknown | 99% |
| Students with disability | 63% |
| Tested with modifications | n/a |
| English learner | 61% |
| 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 | 51% | 49% | ||
| Filipino | 19% | 3% | ||
| White | 18% | 28% | ||
| African American | 8% | 7% | ||
| Asian | 4% | 8% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Multiple or No Response | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 10% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 12% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 93% | 85% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Japanese | 2% | 0% | ||
| All other non-English languages | 1% | 1% | ||
| Arabic | 0% | 1% | ||
| Cantonese | 0% | 2% | ||
| Korean | 0% | 1% | ||
| Mandarin (Putonghua) | 0% | 1% | ||
| Portuguese | 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 | 12 | N/A | 11 |
| Average years teaching | 14 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 96% | N/A | 96% |
| Emergency credential or waiver | 3% | N/A | 2% |
| School Leader's name |
|
| Special schedule |
|
| Fax number |
|
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1120 Eastlake Parkway
Chula Vista,
CA 91915
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Phone: (619) 397-3800
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