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GreatSchools Rating

Claremont High School

Public | 8-12 | 2401 students

 
 

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 3 ratings

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31 reviews of this school


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Posted February 22, 2014

I personally don't like this school because of so much discrimination going on, especially in sports. The don't recognize the athletes talent, they only play their favorites and they don't care about the recognition of the school, especially in soccer.
—Submitted by a parent


Posted January 31, 2013

Many of the teachers are great. There are, however some teachers who will intentionally discriminate against a student that expresses views they don't agree with or like. This particular teacher allowed other students in the classroom to ridicule the disfavored student, lowered his grade, conveniently "lost" assignments turned into her, and mathematically miscalculated the final grade. The principal Brett O'connor and vice principal June Hilton, covered up the misconduct and took no action to correct the wrong doing. This administration solves problems by denying that they exist.


Posted November 24, 2012

Our daughter graduated in 2012 and we are extremely grateful for the education CHS provided. Students from 2012 were admitted in nearly every top ranked university including the Ivies and a high number to UC Berkley. CHS has had a turn around since the principal, Dr. O'Connor, and staff came on board. Staff is accessible and responsive. Our daughter was always able to resolve concerns on her own. CHS has on-line resources for every aspect of student life including attendance, homework assignments and grades. CHS now offers the IB diploma The testing in IB is heavily biased to written essay and understanding of concepts. IB requires a high homework commitment that a capable student can handle with time management skills. Our daughter often studied until midnight and on weekends, but she also participated in a myriad of extra-curricular activities. I can best summarize by describing our daughter's college transition. She placed into several advanced courses and initially protested but the other students are ridiculously smart!!! Now, she says with relief Claremont IB prepared me well, especially time management. Yale feels like a natural progression.
—Submitted by a parent


Posted August 29, 2012

Our daughter has had an outstanding experience at CHS. The projects that she was completing her Freshman year were astounding. The teachers made all information (from Biology to Spanish to Literature) come to life by making the information they were teaching interesting and pertinent (and sometimes a lot of fun). She felt engaged by her teachers in some of the most difficult and potentially dry classes. She felt cared for and was challenged to become a better student. Regarding the bullying issue someone stated before: I have heard the opposite. My child didn't experience bullying at all, but we did hear a firsthand account of the principal handling a teasing/heckling situation quite handily and in a timely manner (hiding behind some bushes to catch the culprits red-handed to avoid having to involve the person that reported what they were up to). The administration is very involved in all that s going on at the school, and they really do a great job. They are at every banquet, game, performance...I'm not sure when they sleep! The sports programs were very positive as well. We have had an fantastic experience so far!
—Submitted by a parent


Posted May 6, 2011

We had to remove our child from this school this year due to the inability of the administrators and staff to recognize or address bullying on campus. It was difficult to even get an appointment to see an administrator. Your child will be seen as "1 of 2,500". If you have a choice of schools, I'd take my advice and choose a different one.
—Submitted by a parent


Posted April 19, 2011

If your child is big on any kind of instrumental music other than jazz band or guitar, this school is extremely weak. This has only been since the unfortunate hiring of a totally unsuitable music department director in 2008. He is gone, and the band and percussion ensemble are on their way back up, but the program overall has been decimated by the politics between staff and music booster parents. Here's 2 hints: Get your musical kids into Woodbridge HS (Irvine) or get them involved in CYMO/Intermezzo orchestras (Claremont) and private lessons on their instrument. As far as general education, I know of one Spanish teacher, one history/social studies teacher, and two math teachers who are great - otherwise there are a good number of duds left to tear down the kids' self-esteem.
—Submitted by a parent


Posted April 18, 2011

Claremont High is a very great school for teenagers. The teachers are excellent, the principal and vice principal are very strong in leadership and very responsible. This school provides wtih very challenging academic programs as well as different kinds of non academic programs such sport clubs, music and theatory prorams, speech and debate and many other EC activities. Students will have plenty of choices based on different interestss. Plus, this is a very safe school with no voilence and drugs.
—Submitted by a parent


Posted October 4, 2009

The opportunities for students to find opportunities for success
—Submitted by a parent


Posted October 3, 2009

...rich academic environment and generally superb instructors who instilled within the student body a joyful and a tenacious love of learning....
—Submitted by a parent


Posted September 15, 2009

This school has become more of a prison then a learning environment, i really suggest not sending your student here.
—Submitted by a student


Posted March 31, 2009

As a parent I am not happy with the school but one of the teachers at the school has kept my children in attendance. Many of the teachers care, but Mr. Johnson goes out of his way to help the kids. My child is very excited to attend Mr. Johnson's saturday AP sessions. He is so kind to give up his time for our students.
—Submitted by a parent


Posted March 5, 2009

This school is an ok school. Some of their classes give ridiculous assignments and a some of their teachers can be discriminative against some of the students in special ed. I know this from experience. But overall its a great school and you can learn things somewhat easily even if some of the teachers aren't good. If your kid needs help all they have to do is ask and they will find a way to help you.
—Submitted by a student


Posted October 31, 2008

My son began attending this school two years ago and I find the previous reviews wholly accurate. Although the school offers a great curriculum, the range of teaching skills varies immensely. The most notable flaw in this school lies in the attitude of the parents - very cliquey and unwelcoming to newcomers. Unfortunately this rubs off onto a lot of their children and effects academic extra curricular activates and the ability of new parents and students to fully participate. Over all the range of classes offered outweighs the negatives.
—Submitted by a parent


Posted September 20, 2008

We are new to the school, our son having come from one of the 'elite' private schools of the region, so this review is preliminary. Based on early impressions, the principal is first rate. He is new here, full of fresh ideas and very student centered. The counselor with whom we have dealt is also new, open minded, and student centered. No complaints yet from our son about the teachers. A very good sign is that our son has quickly become fully engaged in the academics. No social issues of which I am aware.
—Submitted by a parent


Posted September 18, 2008

I think the school is good overall, but I also think that some of the volunteer parents could be a little nicer to the kids! Also there are a few teachers that should consider a new profession!
—Submitted by a parent


Posted September 17, 2007

There are only a handful of great teachers at Claremont High School. Possibly one in every subject. But I do recommend this high school for people who are looking to transfer. There are staff on this campus that truly care about the education of their students.
—Submitted by a former student


Posted June 20, 2007

This is an overly bureaucratic school that pays little attention to the students as individuals. The quality of the teachers varies enormously. Some are terrific, but too many are quite poor---and a large number are so-so.
—Submitted by a parent


Posted June 12, 2007

Claremont High School is too large, they have a one size fits all mentality. There is too much emphasis on college track learning. The older staff is burnt out and needs to retire. There is no safety net or outreach for students who need extra help. Only one out of three of my children did well there. The academic atmosphere is very stressful, even the team sports programs are over the top pushy to succeed.
—Submitted by a parent


Posted June 2, 2007

The debate and theater programs are excellent, with strong student and parental participation, and some of the teachers are gifted and committed, though others, usually new, need seasoning. The biggest problems are financial--competing with the salaries of wealthier communities and affordable housing for beginners. The other major problem, a national one, is the pressure to achieve high scores, a conspicuous record of extracurricular achievements, and other visible tokens college admissions officers at prestige institutions love to collect.


Posted August 21, 2006

I felt that this school provided a safe environment, which was my greatest concern, however, academically, the kids do well because of the families they come from, not because of 'great' teaching. The school is better than others, but better is realtive to what you are comparing to, and because the bar in California is so low, better in this case does not translate into excellence. I found that the decisions made by the principal were so poor in some instances that I truly was amazed by the lack of judgement,communication, and organization in many, many cases. Whenever I offered my help, assistance, feedback, etc., to address and resolve real problems, they were always met with stone walling by the principal and other office staff. Some teachers were great, but that was truly the exception. If this principal is fired, things might get better.
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

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

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

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

This school's
API score

839

Change from
2012 to 2013

+17

API Statewide Rank
(2012)

8 / 10

API Similar Schools Rank (2012)

3 / 10


API Growth scores over time

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

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2013

This school's
API score

839

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

+17

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 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
(2012)

8 / 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)

3 / 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 50% 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 57% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 67% 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 25% in 2013.

141 students were tested at this school in 2013.

2013

 
 
16%

2012

 
 
13%

2011

 
 
19%

2010

 
 
13%
Algebra II

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

101 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
77%

2011

 
 
77%

2010

 
 
70%
Biology/Life Sciences

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

522 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
62%

2011

 
 
62%

2010

 
 
55%
Earth Science

The state average for Earth Science was 38% 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 62% in 2013.

524 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
73%

2011

 
 
73%

2010

 
 
71%
General Mathematics (Grades 6 & 7 Standards)

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

56 students were tested at this school in 2013.

2013

 
 
23%

2012

 
 
18%

2011

 
 
9%

2010

 
 
10%
Geometry

The state average for Geometry was 45% in 2013.

227 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
50%

2011

 
 
50%

2010

 
 
40%
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.

107 students were tested at this school in 2013.

2013

 
 
12%

2012

 
 
13%

2011

 
 
12%

2010

 
 
11%
Algebra II

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

224 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
46%

2011

 
 
33%

2010

 
 
24%
Biology/Life Sciences

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

18 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
48%

2011

 
 
46%

2010

 
 
40%
Chemistry

The state average for Chemistry was 46% in 2013.

436 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
50%

2011

 
 
33%

2010

 
 
30%
Earth Science

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

111 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
27%

2011

 
 
20%

2010

 
 
25%
English Language Arts

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

575 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
68%

2011

 
 
68%

2010

 
 
62%
Geometry

The state average for Geometry was 15% in 2013.

138 students were tested at this school in 2013.

2013

 
 
21%

2012

 
 
15%

2011

 
 
14%

2010

 
 
12%
High School (Summative) Mathematics (Grade 9-11)

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

78 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
78%

2011

 
 
75%

2010

 
 
86%
Science

The state average for Science was 54% in 2013.

573 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
69%

2011

 
 
65%

2010

 
 
60%
World History

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

574 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
61%

2011

 
 
65%

2010

 
 
54%
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.

40 students were tested at this school in 2013.

2013

 
 
3%

2012

 
 
5%

2011

 
 
10%

2010

 
 
7%
Algebra II

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

119 students were tested at this school in 2013.

2013

 
 
19%

2012

 
 
11%

2011

 
 
17%

2010

 
 
11%
Biology/Life Sciences

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

302 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
65%

2011

 
 
67%

2010

 
 
60%
Chemistry

The state average for Chemistry was 32% in 2013.

95 students were tested at this school in 2013.

2013

 
 
24%

2012

 
 
39%

2011

 
 
26%

2010

 
 
36%
Earth Science

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

13 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
81%

2011

 
 
75%

2010

 
 
76%
English Language Arts

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

579 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
64%

2011

 
 
69%

2010

 
 
60%
Geometry

The state average for Geometry was 8% in 2013.

73 students were tested at this school in 2013.

2013

 
 
7%

2012

 
 
6%

2011

 
 
7%

2010

 
 
6%
High School (Summative) Mathematics (Grade 9-11)

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

281 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
47%

2011

 
 
49%

2010

 
 
61%
Physics

The state average for Physics was 58% in 2013.

69 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
77%

2011

 
 
73%

2010

 
 
74%
U.S. History

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

582 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
60%

2011

 
 
63%

2010

 
 
64%
World History

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

15 students were tested at this school in 2013.

2013

 
 
25%

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 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 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

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
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 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

History - Social Science Grade 8 Cumulative

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

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
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 Students16%
Females20%
Males11%
African American23%
Asiann/a
Filipinon/a
Hispanic or Latino10%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)23%
Economically disadvantaged17%
Non-economically disadvantaged14%
Students with disability4%
Students with no reported disability18%
English learnern/a
Fluent-English proficient and English only16%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate19%
Parent education - some college (includes AA degree)21%
Parent education - college graduate4%
Parent education - graduate school/post graduate19%
Parent education - declined to state13%

Algebra II

All Students78%
Females79%
Males75%
African Americann/a
Asian80%
Filipinon/a
Hispanic or Latino72%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged58%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability77%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)67%
Parent education - college graduate68%
Parent education - graduate school/post graduate85%
Parent education - declined to staten/a

Biology/Life Sciences

All Students71%
Females71%
Males71%
African American61%
Asian80%
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged53%
Non-economically disadvantaged79%
Students with disability29%
Students with no reported disability74%
English learner17%
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate59%
Parent education - some college (includes AA degree)59%
Parent education - college graduate75%
Parent education - graduate school/post graduate85%
Parent education - declined to state59%

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 Students79%
Females84%
Males72%
African American77%
Asian89%
Filipinon/a
Hispanic or Latino72%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged66%
Non-economically disadvantaged84%
Students with disability27%
Students with no reported disability82%
English learner33%
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate45%
Parent education - high school graduate71%
Parent education - some college (includes AA degree)72%
Parent education - college graduate80%
Parent education - graduate school/post graduate88%
Parent education - declined to state73%

General Mathematics (Grades 6 & 7 Standards)

All Students23%
Females25%
Males22%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)32%
Economically disadvantaged17%
Non-economically disadvantaged31%
Students with disabilityn/a
Students with no reported disability28%
English learnern/a
Fluent-English proficient and English only24%
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)23%
Parent education - college graduate33%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students54%
Females47%
Males65%
African American57%
Asian60%
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged47%
Non-economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate44%
Parent education - some college (includes AA degree)49%
Parent education - college graduate51%
Parent education - graduate school/post graduate64%
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
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

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
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
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
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 Students12%
Females10%
Males14%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino5%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)16%
Economically disadvantaged9%
Non-economically disadvantaged15%
Students with disability0%
Students with no reported disability14%
English learnern/a
Fluent-English proficient and English only12%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate13%
Parent education - some college (includes AA degree)0%
Parent education - college graduate19%
Parent education - graduate school/post graduate13%
Parent education - declined to staten/a

Algebra II

All Students35%
Females37%
Males34%
African Americann/a
Asian45%
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)36%
Economically disadvantaged38%
Non-economically disadvantaged35%
Students with disabilityn/a
Students with no reported disability35%
English learnern/a
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate31%
Parent education - some college (includes AA degree)18%
Parent education - college graduate25%
Parent education - graduate school/post graduate49%
Parent education - declined to state50%

Biology/Life Sciences

All Students67%
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 disability71%
English learnern/a
Fluent-English proficient and English only69%
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

Chemistry

All Students43%
Females38%
Males48%
African American35%
Asian57%
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)46%
Economically disadvantaged32%
Non-economically disadvantaged46%
Students with disabilityn/a
Students with no reported disability44%
English learnern/a
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate29%
Parent education - some college (includes AA degree)27%
Parent education - college graduate45%
Parent education - graduate school/post graduate56%
Parent education - declined to state38%

Earth Science

All Students35%
Females24%
Males44%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)46%
Economically disadvantaged25%
Non-economically disadvantaged41%
Students with disability18%
Students with no reported disability42%
English learnern/a
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate44%
Parent education - some college (includes AA degree)21%
Parent education - college graduate38%
Parent education - graduate school/post graduate53%
Parent education - declined to staten/a

English Language Arts

All Students67%
Females69%
Males64%
African American70%
Asian85%
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged55%
Non-economically disadvantaged71%
Students with disability4%
Students with no reported disability71%
English learner0%
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate47%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)55%
Parent education - college graduate73%
Parent education - graduate school/post graduate79%
Parent education - declined to state53%

Geometry

All Students21%
Females11%
Males28%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)19%
Economically disadvantaged29%
Non-economically disadvantaged17%
Students with disability5%
Students with no reported disability24%
English learnern/a
Fluent-English proficient and English only21%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate16%
Parent education - some college (includes AA degree)11%
Parent education - college graduate24%
Parent education - graduate school/post graduate22%
Parent education - declined to staten/a

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

All Students78%
Females78%
Males79%
African Americann/a
Asian92%
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)79%
Economically disadvantaged73%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only78%
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 graduate73%
Parent education - graduate school/post graduate84%
Parent education - declined to staten/a

Science

All Students76%
Females70%
Males81%
African American74%
Asian85%
Filipinon/a
Hispanic or Latino66%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged64%
Non-economically disadvantaged80%
Students with disability22%
Students with no reported disability80%
English learner17%
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate67%
Parent education - high school graduate64%
Parent education - some college (includes AA degree)65%
Parent education - college graduate81%
Parent education - graduate school/post graduate85%
Parent education - declined to state67%

World History

All Students69%
Females61%
Males76%
African American50%
Asian85%
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged55%
Non-economically disadvantaged74%
Students with disability23%
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate50%
Parent education - high school graduate56%
Parent education - some college (includes AA degree)55%
Parent education - college graduate74%
Parent education - graduate school/post graduate80%
Parent education - declined to state62%
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 Students3%
Females0%
Males4%
African American9%
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%
Non-economically disadvantaged5%
Students with disabilityn/a
Students with no reported disability3%
English learnern/a
Fluent-English proficient and English only3%
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 graduate0%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students19%
Females14%
Males23%
African American15%
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)23%
Economically disadvantaged12%
Non-economically disadvantaged20%
Students with disabilityn/a
Students with no reported disability19%
English learnern/a
Fluent-English proficient and English only19%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate13%
Parent education - some college (includes AA degree)13%
Parent education - college graduate20%
Parent education - graduate school/post graduate26%
Parent education - declined to staten/a

Biology/Life Sciences

All Students70%
Females69%
Males71%
African American58%
Asian78%
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged59%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate60%
Parent education - some college (includes AA degree)74%
Parent education - college graduate60%
Parent education - graduate school/post graduate81%
Parent education - declined to state55%

Chemistry

All Students24%
Females24%
Males25%
African American13%
Asiann/a
Filipinon/a
Hispanic or Latino16%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)42%
Economically disadvantaged12%
Non-economically disadvantaged31%
Students with disabilityn/a
Students with no reported disability25%
English learnern/a
Fluent-English proficient and English only25%
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)13%
Parent education - college graduate33%
Parent education - graduate school/post graduate55%
Parent education - declined to staten/a

Earth Science

All Students46%
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 only50%
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 Students66%
Females70%
Males59%
African American52%
Asian76%
Filipinon/a
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged48%
Non-economically disadvantaged71%
Students with disability2%
Students with no reported disability70%
English learner0%
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate21%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)58%
Parent education - college graduate62%
Parent education - graduate school/post graduate83%
Parent education - declined to state58%

Geometry

All Students7%
Females3%
Males10%
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)15%
Economically disadvantaged7%
Non-economically disadvantaged7%
Students with disability8%
Students with no reported disability7%
English learnern/a
Fluent-English proficient and English only7%
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)0%
Parent education - college graduate12%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students54%
Females48%
Males63%
African American50%
Asian77%
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)55%
Economically disadvantaged44%
Non-economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate54%
Parent education - some college (includes AA degree)34%
Parent education - college graduate56%
Parent education - graduate school/post graduate63%
Parent education - declined to state54%

Physics

All Students93%
Females89%
Males94%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantagedn/a
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only93%
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 graduate90%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

U.S. History

All Students64%
Females56%
Males71%
African American47%
Asian81%
Filipinon/a
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged48%
Non-economically disadvantaged69%
Students with disability13%
Students with no reported disability68%
English learner0%
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate31%
Parent education - high school graduate31%
Parent education - some college (includes AA degree)59%
Parent education - college graduate66%
Parent education - graduate school/post graduate78%
Parent education - declined to state44%

World History

All Students25%
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 disability30%
English learnern/a
Fluent-English proficient and English only27%
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.

586 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
91%

2011

 
 
91%

2010

 
 
89%
Math

The state average for Math was 84% in 2013.

586 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
90%

2011

 
 
92%

2010

 
 
92%
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 Students94%
Females95%
Males92%
Gender Unknownn/a
African American88%
Asian97%
Filipinon/a
Hispanic or Latino92%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)94%
Declined to state100%
Economically disadvantaged91%
Non-economically disadvantaged95%
Economic Status Unknown86%
Students with disability54%
Tested with modificationsn/a
English learner46%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students93%
Females93%
Males93%
Gender Unknownn/a
African American88%
Asian98%
Filipinon/a
Hispanic or Latino90%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)94%
Declined to state91%
Economically disadvantaged88%
Non-economically disadvantaged96%
Economic Status Unknown86%
Students with disability50%
Tested with modificationsn/a
English learner50%
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 State average
White 69% 27%
Asian 14% 11%
Black 9% 7%
Two or more races 7% 3%
American Indian/Alaska Native 1% 1%
Hawaiian Native/Pacific Islander 0% 1%
Hispanic 0% 51%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 26%N/A54%
Source: NCES, 2010-2011

Oops! We currently do not have any teacher information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

What makes a great teacher? Study after study shows the single most important factor determining the quality of the education a child receives is the quality of his teacher. Here are some characteristics to look for »

This school has not yet provided program information.


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1601 North Indian Hill Boulevard
Claremont, CA 91711
Website: Click here
Phone: (909) 624-9053

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