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GreatSchools Rating

William Workman High School

Public | 9-12 | 1202 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 1 rating
2012:
Based on 2 ratings
2011:
Based on 5 ratings
2010:
Based on 4 ratings

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Principal leadership

Parent involvement

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25 reviews of this school


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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


Posted August 25, 2007

Yeah I graduated from Workman high in june of 2007. ps the staff is great great teachers and office workers -Quest
—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 2012.

This school's
API score

711

Change from
2011 to 2012

+14

API Statewide Rank
(2011)

3 / 10

API Similar Schools Rank (2011)

8 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met its schoolwide API target for 2012.
  • 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 2012

This school's
API score

711

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2011 to 2012

+14

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

3 / 10

API Statewide Rank (2011)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

8 / 10

API Similar Schools Rank (2011)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
Algebra I

The state average for Algebra I was 25% in 2012.

179 students were tested at this school in 2012.

2012

 
 
20%

2011

 
 
18%

2010

 
 
15%

2009

 
 
8%
Algebra II

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Biology/Life Sciences

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

303 students were tested at this school in 2012.

2012

 
 
28%

2011

 
 
29%

2010

 
 
29%

2009

 
 
25%
Earth Science

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
0%

2009

 
 
n/a
English Language Arts

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

277 students were tested at this school in 2012.

2012

 
 
40%

2011

 
 
42%

2010

 
 
44%

2009

 
 
39%
General Mathematics (Grades 6 & 7 Standards)

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 48% in 2012.

94 students were tested at this school in 2012.

2012

 
 
39%

2011

 
 
22%

2010

 
 
18%

2009

 
 
6%
Integrated/Coordinated Science 1

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
World History

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

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

61 students were tested at this school in 2012.

2012

 
 
23%

2011

 
 
3%

2010

 
 
20%

2009

 
 
5%
Algebra II

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

93 students were tested at this school in 2012.

2012

 
 
45%

2011

 
 
35%

2010

 
 
38%

2009

 
 
6%
Biology/Life Sciences

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

29 students were tested at this school in 2012.

2012

 
 
17%

2011

 
 
19%

2010

 
 
25%

2009

 
 
14%
Chemistry

The state average for Chemistry was 51% in 2012.

131 students were tested at this school in 2012.

2012

 
 
9%

2011

 
 
8%

2010

 
 
14%

2009

 
 
8%
Earth Science

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
4%

2009

 
 
n/a
English Language Arts

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

284 students were tested at this school in 2012.

2012

 
 
37%

2011

 
 
34%

2010

 
 
34%

2009

 
 
30%
Geometry

The state average for Geometry was 17% in 2012.

119 students were tested at this school in 2012.

2012

 
 
3%

2011

 
 
3%

2010

 
 
2%

2009

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

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
18%
Science

The state average for Science was 53% in 2012.

284 students were tested at this school in 2012.

2012

 
 
37%

2011

 
 
32%

2010

 
 
36%

2009

 
 
32%
World History

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

310 students were tested at this school in 2012.

2012

 
 
26%

2011

 
 
22%

2010

 
 
26%

2009

 
 
16%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

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

18 students were tested at this school in 2012.

2012

 
 
11%

2011

 
 
7%

2010

 
 
0%

2009

 
 
0%
Algebra II

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

72 students were tested at this school in 2012.

2012

 
 
13%

2011

 
 
7%

2010

 
 
14%

2009

 
 
6%
Biology/Life Sciences

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

121 students were tested at this school in 2012.

2012

 
 
48%

2011

 
 
38%

2010

 
 
45%

2009

 
 
33%
Chemistry

The state average for Chemistry was 34% in 2012.

2012

 
 
n/a

2011

 
 
8%

2010

 
 
10%

2009

 
 
2%
Earth Science

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

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

272 students were tested at this school in 2012.

2012

 
 
35%

2011

 
 
35%

2010

 
 
29%

2009

 
 
19%
Geometry

The state average for Geometry was 9% in 2012.

43 students were tested at this school in 2012.

2012

 
 
5%

2011

 
 
0%

2010

 
 
3%

2009

 
 
0%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.

90 students were tested at this school in 2012.

2012

 
 
29%

2011

 
 
25%

2010

 
 
13%

2009

 
 
8%
Physics

The state average for Physics was 56% in 2012.

87 students were tested at this school in 2012.

2012

 
 
43%

2011

 
 
26%

2010

 
 
30%

2009

 
 
18%
U.S. History

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

296 students were tested at this school in 2012.

2012

 
 
31%

2011

 
 
38%

2010

 
 
33%

2009

 
 
24%
World History

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

All Students20%
Females26%
Males16%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino19%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged20%
Non-economically disadvantaged29%
Students with disabilityn/a
Students with no reported disability21%
English learner2%
Fluent-English proficient and English only27%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate22%
Parent education - high school graduate17%
Parent education - some college (includes AA degree)33%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state18%

Algebra II

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with 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 Students28%
Females31%
Males25%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged27%
Non-economically disadvantaged37%
Students with disability6%
Students with no reported disability31%
English learner0%
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate23%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)35%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state20%

Earth Science

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

English Language Arts

All Students40%
Females48%
Males33%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged40%
Non-economically disadvantaged48%
Students with disabilityn/a
Students with no reported disability41%
English learner4%
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate35%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)45%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state36%

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

Geometry

All Students39%
Females33%
Males47%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged35%
Non-economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability39%
English learnern/a
Fluent-English proficient and English only39%
Migrant educationn/a
Gifted and talented81%
Parent education - not a high school graduate31%
Parent education - high school graduate45%
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

Integrated/Coordinated Science 1

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

World History

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

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

Algebra I

All Students23%
Females38%
Males7%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged24%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability24%
English learner0%
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate16%
Parent education - high school graduate28%
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%

Algebra II

All Students45%
Females46%
Males44%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged43%
Non-economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability44%
English learnern/a
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talented64%
Parent education - not a high school graduate38%
Parent education - high school graduate46%
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 Students17%
Females20%
Males14%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged24%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability22%
English learner0%
Fluent-English proficient and English only31%
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 state15%

Chemistry

All Students9%
Females8%
Males11%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino11%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged10%
Non-economically disadvantaged5%
Students with disabilityn/a
Students with no reported disability10%
English learnern/a
Fluent-English proficient and English only9%
Migrant educationn/a
Gifted and talented21%
Parent education - not a high school graduate10%
Parent education - high school graduate9%
Parent education - some college (includes AA degree)13%
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
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students37%
Females41%
Males34%
African Americann/a
Asiann/a
Filipino27%
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged37%
Non-economically disadvantaged38%
Students with disabilityn/a
Students with no reported disability37%
English learner2%
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduate35%
Parent education - high school graduate40%
Parent education - some college (includes AA degree)41%
Parent education - college graduate53%
Parent education - graduate school/post graduaten/a
Parent education - declined to state31%

Geometry

All Students3%
Females2%
Males3%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino2%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged3%
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability3%
English learner0%
Fluent-English proficient and English only3%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate2%
Parent education - high school graduate4%
Parent education - some college (includes AA degree)0%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state4%

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

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

Science

All Students37%
Females38%
Males35%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged36%
Non-economically disadvantaged40%
Students with disabilityn/a
Students with no reported disability37%
English learner9%
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talented60%
Parent education - not a high school graduate32%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)42%
Parent education - college graduate36%
Parent education - graduate school/post graduaten/a
Parent education - declined to state37%

World History

All Students26%
Females23%
Males30%
African Americann/a
Asiann/a
Filipino27%
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged26%
Non-economically disadvantaged33%
Students with disability8%
Students with no reported disability29%
English learner2%
Fluent-English proficient and English only32%
Migrant educationn/a
Gifted and talented70%
Parent education - not a high school graduate26%
Parent education - high school graduate30%
Parent education - some college (includes AA degree)22%
Parent education - college graduate47%
Parent education - graduate school/post graduaten/a
Parent education - declined to state21%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

Algebra I

All Students11%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino11%
White (not Hispanic)n/a
Economically disadvantaged6%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability11%
English learnern/a
Fluent-English proficient and English only17%
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 Students13%
Females15%
Males11%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino8%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged13%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability13%
English learner8%
Fluent-English proficient and English only13%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate8%
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 state25%

Biology/Life Sciences

All Students48%
Females46%
Males53%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged49%
Non-economically disadvantaged42%
Students with disabilityn/a
Students with no reported disability50%
English learnern/a
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talented73%
Parent education - not a high school graduate44%
Parent education - high school graduate55%
Parent education - some college (includes AA degree)36%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state50%

Chemistry

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

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with 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
Asian64%
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged35%
Non-economically disadvantaged36%
Students with disabilityn/a
Students with no reported disability35%
English learner3%
Fluent-English proficient and English only40%
Migrant educationn/a
Gifted and talented79%
Parent education - not a high school graduate31%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)31%
Parent education - college graduate40%
Parent education - graduate school/post graduaten/a
Parent education - declined to state39%

Geometry

All Students5%
Females13%
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino5%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged6%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability5%
English learner0%
Fluent-English proficient and English only6%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate7%
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

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

All Students29%
Females23%
Males39%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino22%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged27%
Non-economically disadvantaged38%
Students with disabilityn/a
Students with no reported disability28%
English learnern/a
Fluent-English proficient and English only30%
Migrant educationn/a
Gifted and talented58%
Parent education - not a high school graduate29%
Parent education - high school graduate23%
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 state23%

Physics

All Students43%
Females42%
Males43%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino37%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged41%
Non-economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability44%
English learnern/a
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate37%
Parent education - high school graduate42%
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 state35%

U.S. History

All Students31%
Females30%
Males31%
African Americann/a
Asian40%
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged30%
Non-economically disadvantaged33%
Students with disability4%
Students with no reported disability33%
English learner5%
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talented67%
Parent education - not a high school graduate30%
Parent education - high school graduate34%
Parent education - some college (includes AA degree)23%
Parent education - college graduate32%
Parent education - graduate school/post graduaten/a
Parent education - declined to state30%

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with 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 - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

English Language Arts

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

308 students were tested at this school in 2012.

2012

 
 
75%

2011

 
 
77%

2010

 
 
76%

2009

 
 
66%
Math

The state average for Math was 84% in 2012.

311 students were tested at this school in 2012.

2012

 
 
81%

2011

 
 
76%

2010

 
 
78%

2009

 
 
68%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

See California's state standards

Source: California Department of Education

English Language Arts

All Students75%
Females84%
Males66%
African Americann/a
Asiann/a
Filipino82%
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Declined to staten/a
Economically disadvantaged70%
Non-economically disadvantaged82%
Economic Status Unknown70%
Students with disability19%
Tested with modificationsn/a
English learner27%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students81%
Females85%
Males76%
African Americann/a
Asiann/a
Filipino73%
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Declined to staten/a
Economically disadvantaged78%
Non-economically disadvantaged85%
Economic Status Unknown77%
Students with disability34%
Tested with modificationsn/a
English learner42%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

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

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
Hispanic or Latino 89% 49%
Filipino 3% 3%
White 3% 28%
Asian 2% 8%
African American 1% 7%
Multiple or No Response 1% 3%
American Indian or Alaska Native 0% 1%
Pacific Islander 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 120%N/A24%
Students eligible for free or reduced-price lunch program 266%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 93% 85%
Vietnamese 3% 2%
Cantonese 1% 2%
Filipino (Pilipino or Tagalog) 1% 1%
Hindi 1% 0%
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 8N/A11
Average years teaching 9N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 85%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

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

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