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GreatSchools Rating

William Workman High School

Public | 9-12 | 1224 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 1 rating
2012:
Based on 2 ratings
2011:
Based on 5 ratings

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26 reviews of this school


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Posted March 26, 2014

William Workman High School! A school that welcomes you with a warm loving heart. Workman gives students the opportunity to learn and know what it means to be a "LOBO". The teachers and staff are very nice and helpful that serve time to talk to students. This school has a lot of spirit, the rallies are really fun especially when it comes to the Lobo shout out. I attended this school from freshmen-junior year until I moved to rowland, and to be honest with you WORKMAN IS WAY BETTER THAN ROWLAND. Workman you get to learn and explore alot, at Rowland you dont get that much opportunity. Its very rare to find great and loving schools like Workman. Don't underestimate Workman, the people who bring this school down don't even know what this school is really about. Hacienda La Puente (HLPUSD) does a really good job in supporting Workman and other schools in the district. I really admire HLPUSD for having great schools like Workman. Please if you ever consider what high school to attend William Workman is the right place. This school helps you learn and explore what it means to be part of the Lobo Family. You won't forget the memorable memories here. ONCE A LOBO ALWAYS A LOBO
—Submitted by a student


Posted April 28, 2013

What I think you should know: Workman is not how it used to be a decade ago, it has completely changed ( i used to know some people who went there at that time and believe me it has changed for the better) What i liked: There are some really great teachers who care about their students and will take time outside of the class to help them, if not they will figure out a way. It is relatively small compared to the other schools in the district, meaning that the counselors have more time to speak with the students. (That's not to say that there the counselors will know each student case by case, but they will do their best to help as much as they can) The school spirit has improved over the years. The principal works hard to make sure the school is doing well. It may not seem like it but she is very much involved in the school. How could my school improve: There are a couple of teachers that need to up their game & expect more from the students, really challenge them and make them step up to the plate. There are some students that need to up their game and expect more from the teachers and themselves. -There needs to be more parent involvement. It would help the students. -Alumni


Posted December 22, 2012

To sum-up what the comments below me have been saying, yes, Workman High School has now become an actual academic and extra-curricular contender for the top schools in the area. There is no doubt about it, that Workman has improved in every aspect, drastically, over the past couple of years. WOHS is my second home, I absolutely love the campus, faculty, and yes, the students also! I have attended Workman for the past 3 1/2 years, and i can honestly say i couldn't ask for a better high school experience. As for those who repeatedly put down Workman, as well as everything as what it really means to be a Lobo, they do not know at all, what WOHS is really about. Once a Lobo, Always a Lobo. C/O '13!!!!!!!!!!!!
—Submitted by a student


Posted April 17, 2012

I am a proud parent of 3 students whom graduated from Workman HighSchool. I think that Workman is a very good school and people whom talk and put WOHS down dont really know what the school is all about. ALl my boys have graduated and are attending Cal Poly Pomona, Cal State Fullerton and UC Riverside so i can say Workman is a pretty good school.
—Submitted by a parent


Posted September 29, 2011

I've heard a lot of negative comments towards workman highschool aswell, but I think most of these people have never even experienced at least a day at Workman. I've had relatives graduate from this school and from the time they have attended until now it has changed and will continue to achieve. I've noticed a change in the staff and in students to make their school a better environment for learning.The students are viewing workman as a second home and we must learn to respect it. I believe we have the motivation to continue in our education. Knowing this school has a lot of minority backgrounds that has not encouraged us to fail but to prove statistics wrong. We are a college bound school No one wil let us fail at Workman. I will graduate this year and attend college as well as the majority of my graduating class. Workman is the best from what we have accomplished. I am a proud LOBO!
—Submitted by a student


Posted June 13, 2011

Yes, there have been many negative comments and feedback that come from William Workman High School, but we at out best right now. We are doing great in the elements that needed improvement. I make best of this highschool experience by being in an elective called Renaiisance. we do many things to recognize and support all our students/staff/teachers/counselors/janitors/etc. So abybody who has anything negative to say about Workman High are wrong, you just have to come and go thru the experience at Workman High to really know what goes on.
—Submitted by a student


Posted May 17, 2011

I graduated from this school two years ago and I can only describe it as a living hell. The teachers are horrible. There are little to no expectations for students to go to college. The only way I managed to make it to college was to avoid everyone there and rely only on myself. Almost everyone I know from high school either is working in fast food or going to a community college. I go to UCSB and arriving here realizing that I learned nothing from the incompetent teachers of Workman high.
—Submitted by a student


Posted April 13, 2011

I am a former student from Workman high. Workman HS has come a long ways over the years it use to be a just another low to middle income school like the rest of the schools in these community, with gang, drugs and other problem. Just recently the Western Association of Schools and Colleges (WASC) visited the campus and was very impressed by both the staff and the student. The school is now a college ready campus that offer various types of extra curriculum for their student and have also brought up both sat and CST that now they are not only one of the best in the HLPUSD but are now competing against other districts like walnut and Rowland to see who gets higher scores.
—Submitted by a student


Posted January 13, 2011

Workman is the worst school i know in the whole state. thhe best school i know is Nogales High School
—Submitted by a teacher


Posted August 16, 2010

Yes Workman High School has been a low performing school, but we are not any more. We are continuing to do better in each consecutive year. Its time for others to set aside abad reputations, and recognize what Worman is TODAY. I know the super intendant is being involved, as well as our principial ( Not the way someone suggested below.) And i know this becaue i am one of those students who have the honor in speaking one on one with them on behalf of the rest of the student body. As for our teachers, they are GREAT. I would suggest you to take a step back and look at the improvements we made and will continue to make.
—Submitted by a student


Posted March 31, 2010

Workman highschool home of the lobos hasa beautiful campus and offers many acedemic opportunities such as clubs, afterschool programs, and extracarricliar activities
—Submitted by a student


Posted March 29, 2010

I must say that this school is really 'lame' (put bluntly). Some of the people are alright, but Workman has come to be known as one of the 'lowest performing schools' in California. It is in the lowest 5% of all high schools in CA. This school needs to change: new students (90% of the students don't even try/ don't have ANY school spirit/ or they're never involved), new teachers (especially A.P.), and new administrators. I mean, the principal is alright, but she lacks initiative... She's just never around. The super-superintendent of this school district is not seeking federal funding (can obtain millions) because she thinks that we have 'everything under control'. The truth is we don't... So in all, if you want school spirit, good athletics (most of the school's sports teams have not won championships in over 30 years), an actual track, and great academics go to another school!
—Submitted by a student


Posted October 9, 2009

graduated here in 2007 its a aight school got pretty good teachers and met some really cool people
—Submitted by a student


Posted June 3, 2009

I love my school! Im a cheerleader here and i love bringing positive spirit to this school. The staff is great, the different classes are great, and the students that are involved, they make it all the better! I love WOHS!!! Go LOBOS!!!!
—Submitted by a student


Posted May 24, 2008

This school has all everything it needs to become a great school. The students just have to want it to be. The students aren't as motivated as it should be, but its tough growing up in a neighborhood where is is odd if your parents were born in america or have a college education. I believe in due time this school will be on the track. By the way this school has one of the best Jazz program in Southern California. The jazz band studies standard literature, scales including- major, blues, bebob, natural minor, harmonic minor, and melodic minor scales. Some students from this band have participated in the Tournament of Roses Parade, and a couple of other students have received full scholarships to the Idyllwild Summer Jazz Camp. This school has what it takes, people will just have to wait and see.
—Submitted by a student


Posted May 12, 2008

Workman high is an average school, but an improving one. Since i first started it has been getting better. Yet it has a long way to go. Most of the teachers are good, but some just dont cut it. It also needs a better security, and more extracurricular activities.
—Submitted by a student


Posted April 24, 2008

I believe that this school is quickly growing to become the best in the district. The acaedims are becoming more intense to give the best education possible. The adminstraion, teachers, and elders just at work at this school truly want the best for the students. Great relationships are made creating a wonder enviornment for not only students but teachers and administration abroad. TheAPI test scores are high at rise forming an amazingly established school. Sports are beginning to form a better though process on better strategies to form a better team, thus creating CIF winners! The performing arts is also amazing! The talent is insane. Students have college level talent and somewhat surpass certain performing arts programs in college. Im very impressed with the growth in this school and I know it'll continue to grow into the best of the best! Yes! Go Lobos!
—Submitted by a parent


Posted March 15, 2008

This school is improving rapidly. I'm very impressed with the administrations progress. The care toward the students is amazing. The teachers and adminstration really only want the students to succeed. The academics are increasing but the sports are in need of help. When the academics are at its full potential then the school will began focusing more toward sports. The performing arts is amazing here also. Lots of talent at this school!
—Submitted by a parent


Posted December 30, 2007

well i am a student who is a frehman at this high school.what i expected from this school was the worst.But ounce I learned more about the school and the staff and they really were great people.The school and staff isnt that bad as to what i had expected.The school has really great programs.
—Submitted by a student


Posted September 15, 2007

Im currently in school right now ...This school has improved since the day i first started....Im a junior this year and we have a dance team for 3 years which is doing great at the time.....The teachers help u with many things and dont let u fall behind......Our test scores have improved and we have a great environmental studies program which we learn about the environment and how to keep it clean...I have seen a great improvement and hope there is more to come....I love this school!!!
—Submitted by a 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.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

723

Change from
2012 to 2013

+12

API Statewide Rank
(2012)

3 / 10

API Similar Schools Rank (2012)

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 its schoolwide API target for 2013.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2013

This school's
API score

723

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

+12

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

3 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

8 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
Algebra I

The state average for Algebra I was 25% in 2013.

138 students were tested at this school in 2013.

2013

 
 
17%

2012

 
 
20%

2011

 
 
18%

2010

 
 
15%
Algebra II

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Biology/Life Sciences

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

284 students were tested at this school in 2013.

2013

 
 
30%

2012

 
 
28%

2011

 
 
29%

2010

 
 
29%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
0%
English Language Arts

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

264 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
40%

2011

 
 
42%

2010

 
 
44%
General Mathematics (Grades 6 & 7 Standards)

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 45% in 2013.

121 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
39%

2011

 
 
22%

2010

 
 
18%
Integrated/Coordinated Science I

The state average for Integrated/Coordinated Science I was 26% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

The state average for World History was 51% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

The state average for Algebra I was 13% in 2013.

42 students were tested at this school in 2013.

2013

 
 
19%

2012

 
 
23%

2011

 
 
3%

2010

 
 
20%
Algebra II

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

80 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
45%

2011

 
 
35%

2010

 
 
38%
Biology/Life Sciences

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

29 students were tested at this school in 2013.

2013

 
 
28%

2012

 
 
17%

2011

 
 
19%

2010

 
 
25%
Chemistry

The state average for Chemistry was 46% in 2013.

100 students were tested at this school in 2013.

2013

 
 
10%

2012

 
 
9%

2011

 
 
8%

2010

 
 
14%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
4%
English Language Arts

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

260 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
37%

2011

 
 
34%

2010

 
 
34%
Geometry

The state average for Geometry was 15% in 2013.

135 students were tested at this school in 2013.

2013

 
 
4%

2012

 
 
3%

2011

 
 
3%

2010

 
 
2%
High School (Summative) Mathematics (Grade 9-11)

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 54% in 2013.

262 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
37%

2011

 
 
32%

2010

 
 
36%
World History

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

283 students were tested at this school in 2013.

2013

 
 
32%

2012

 
 
26%

2011

 
 
22%

2010

 
 
26%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

The state average for Algebra I was 10% in 2013.

11 students were tested at this school in 2013.

2013

 
 
18%

2012

 
 
11%

2011

 
 
7%

2010

 
 
0%
Algebra II

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

82 students were tested at this school in 2013.

2013

 
 
25%

2012

 
 
13%

2011

 
 
7%

2010

 
 
14%
Biology/Life Sciences

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

67 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
48%

2011

 
 
38%

2010

 
 
45%
Chemistry

The state average for Chemistry was 32% in 2013.

108 students were tested at this school in 2013.

2013

 
 
2%

2012

 
 
n/a

2011

 
 
8%

2010

 
 
10%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

248 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
35%

2011

 
 
35%

2010

 
 
29%
Geometry

The state average for Geometry was 8% in 2013.

32 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
5%

2011

 
 
0%

2010

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

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

81 students were tested at this school in 2013.

2013

 
 
30%

2012

 
 
29%

2011

 
 
25%

2010

 
 
13%
Physics

The state average for Physics was 58% in 2013.

57 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
43%

2011

 
 
26%

2010

 
 
30%
U.S. History

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

269 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
31%

2011

 
 
38%

2010

 
 
33%
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

All Students17%
Females18%
Males17%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged18%
Not economically disadvantaged8%
Students with disabilityn/a
Students with no reported disability18%
English learner3%
Fluent-English proficient and English only21%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate25%
Parent education - high school graduate12%
Parent education - some college (includes AA degree)13%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state8%

Algebra II

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

Biology/Life Sciences

All Students30%
Females31%
Males31%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged32%
Not economically disadvantaged21%
Students with disability6%
Students with no reported disability34%
English learner0%
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talented71%
Parent education - not a high school graduate33%
Parent education - high school graduate34%
Parent education - some college (includes AA degree)37%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state19%

Earth Science

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

English Language Arts

All Students54%
Females61%
Males49%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged55%
Not economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability55%
English learner8%
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduate56%
Parent education - high school graduate58%
Parent education - some college (includes AA degree)44%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state49%

General Mathematics (Grades 6 & 7 Standards)

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

Geometry

All Students35%
Females37%
Males34%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged36%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability36%
English learnern/a
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talented57%
Parent education - not a high school graduate33%
Parent education - high school graduate32%
Parent education - some college (includes AA degree)40%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state44%

Integrated/Coordinated Science I

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

Physics

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

World History

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

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Algebra I

All Students19%
Females21%
Males17%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino15%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged21%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability21%
English learner17%
Fluent-English proficient and English only20%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate15%
Parent education - high school graduate18%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students61%
Females63%
Males58%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged60%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability62%
English learnern/a
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talented67%
Parent education - not a high school graduate42%
Parent education - high school graduate68%
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 state82%

Biology/Life Sciences

All Students28%
Femalesn/a
Males25%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged28%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability29%
English learnern/a
Fluent-English proficient and English only33%
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 state29%

Chemistry

All Students10%
Females6%
Males16%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino8%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged9%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability10%
English learnern/a
Fluent-English proficient and English only11%
Migrant educationn/a
Gifted and talented31%
Parent education - not a high school graduate5%
Parent education - high school graduate9%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

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

English Language Arts

All Students35%
Females39%
Males31%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged34%
Not economically disadvantaged44%
Students with disabilityn/a
Students with no reported disability36%
English learner3%
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate27%
Parent education - high school graduate42%
Parent education - some college (includes AA degree)45%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state27%

Geometry

All Students4%
Females7%
Males1%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged5%
Not economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability5%
English learner4%
Fluent-English proficient and English only5%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate2%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)14%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state13%

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

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

Science

All Students36%
Females33%
Males40%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged35%
Not economically disadvantaged48%
Students with disabilityn/a
Students with no reported disability37%
English learner10%
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate30%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)59%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state23%

World History

All Students32%
Females29%
Males37%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged32%
Not economically disadvantaged43%
Students with disability3%
Students with no reported disability37%
English learner12%
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talented64%
Parent education - not a high school graduate33%
Parent education - high school graduate42%
Parent education - some college (includes AA degree)57%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state9%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Algebra I

All Students18%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability18%
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

Algebra II

All Students25%
Females24%
Males28%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino19%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged21%
Not economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability26%
English learner45%
Fluent-English proficient and English only23%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate22%
Parent education - high school graduate32%
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 state31%

Biology/Life Sciences

All Students51%
Females52%
Males48%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged50%
Not economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability52%
English learnern/a
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talented75%
Parent education - not a high school graduate50%
Parent education - high school graduate63%
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 state27%

Chemistry

All Students2%
Females2%
Males2%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino2%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged1%
Not economically disadvantaged9%
Students with disability0%
Students with no reported disability2%
English learner0%
Fluent-English proficient and English only2%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate3%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)7%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

Earth Science

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

English Language Arts

All Students35%
Females38%
Males31%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged33%
Not economically disadvantaged44%
Students with disabilityn/a
Students with no reported disability35%
English learner0%
Fluent-English proficient and English only39%
Migrant educationn/a
Gifted and talented87%
Parent education - not a high school graduate38%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)25%
Parent education - college graduate57%
Parent education - graduate school/post graduaten/a
Parent education - declined to state22%

Geometry

All Students0%
Females0%
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged0%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability0%
English learnern/a
Fluent-English proficient and English only0%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate0%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students30%
Females26%
Males33%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged32%
Not economically disadvantaged17%
Students with disabilityn/a
Students with no reported disability29%
English learnern/a
Fluent-English proficient and English only30%
Migrant educationn/a
Gifted and talented36%
Parent education - not a high school graduate31%
Parent education - high school graduate29%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Physics

All Students44%
Females35%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged44%
Not economically disadvantaged42%
Students with disabilityn/a
Students with no reported disability46%
English learnern/a
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talented67%
Parent education - not a high school graduate47%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students33%
Females27%
Males40%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged31%
Not economically disadvantaged46%
Students with disability13%
Students with no reported disability36%
English learner9%
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talented69%
Parent education - not a high school graduate38%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)36%
Parent education - college graduate50%
Parent education - graduate school/post graduaten/a
Parent education - declined to state14%

World History

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

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 83% in 2013.

294 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
75%

2011

 
 
77%

2010

 
 
76%
Math

The state average for Math was 84% in 2013.

291 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
81%

2011

 
 
76%

2010

 
 
78%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

Source: California Department of Education

English Language Arts

All Students76%
Females83%
Males69%
Gender Unknownn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Declined to staten/a
Economically disadvantaged76%
Not economically disadvantaged95%
Economic Status Unknownn/a
Students with disability17%
Tested with modificationsn/a
English learner38%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students81%
Females85%
Males77%
Gender Unknownn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Declined to staten/a
Economically disadvantaged81%
Not economically disadvantaged86%
Economic Status Unknownn/a
Students with disability33%
Tested with modificationsn/a
English learner54%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
Hispanic 90%
Asian 3%
White 2%
Black 1%
Two or more races 1%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 90%N/AN/A
English language learners 14%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab
School leaders can update this information here.

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School basics

School Leader's name
  • Yvette Meneses
Fax number
  • (626) 855-3148

Resources

School facilities
  • Computer lab
School leaders can update this information here.

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16303 East Temple Avenue
City Of Industry, CA 91744
Phone: (626) 933-8800

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