Advertisement
Advertisement

GreatSchools Rating

Colton High School

Public | 9-12

 

Be sure to visit

Take along one of
our checklists:

 

Living in Colton

Situated in a suburban neighborhood. The median home value is $117,000. The average monthly rent for a 2 bedroom apartment is $990.

Source: Sperling's Best Places
 
Last modified
Community Rating

3 stars


Teacher quality

Principal leadership

Parent involvement

Rate this school

Click on stars to rate
Please select a star rating for this school.
    Helpful reviews answer questions:
  • What do you think others should know?
  • What do you like?
  • How could your school improve?
    Review Guidelines
    GreatSchools won’t post reviews that contain:
  • Inappropriate language
  • Allegations of criminal conduct
  • Names of students, teachers or staff
1200 characters remaining
Please read and accept our Terms of Use to join GreatSchools.
Please indicate your relationship to the school.
Registration is required to post your anonymous review
We will not display your name, photo or email address with your review.
OR
Your email address will never be published or shared.
Indicates a required field

31 reviews of this school


Sort by:
Show reviews by:
Posted March 4, 2010

Do not blame the school for your child's minimum effort. As a student I believe that Colton High school is not a bad school. Chs is a very diverse school, not only will your child learn in a indiscriminate environment they will learn life lessons from amazing teachers they will never forget. This year I have not seen or heard of any riots. Compared to other school Chs does not have any mean cliques. Everyone is welcomed and all the students have a sense of belonging.
—Submitted by a student


Posted January 27, 2010

i was a student at this school and i can say that it is an unsafe environment for learning due to the violent nature of the students and the inability of the official to curtail such violence as there were numerous riots at the school during my term there
—Submitted by a student


Posted June 14, 2009

As a former student of CHS, I can't deny that the school has major problems that need solving. That being said, there are so many extraneous factors contributing to the schools low performance that blame can't be placed solely on the adminstration and teachers. If I can offer any advice to parents, it would be to please encourage you child to enter the AP program. Those are the only classes where you can have some degree of a challenge and mingle with students who actually aspire to get out of Colton and go to college. To go to Colton High means the motivation for academic excellence will have to come from the persoanl drive and ambition of the student. The school just doesn't have the resources to really push for excellence.
—Submitted by a parent


Posted June 10, 2009

I felt that teachers and staff didn't implement the importance of going to college as much as they should have.


Posted February 5, 2009

I believe that the teachers do care about the students. The only improvement I would make is the PE classes. Kids don't seem to get enough exercise.
—Submitted by a student


Posted January 27, 2009

As a senior at Colton High I must say the amount of effort the administrative team puts into this school is outstanding. The community not only supports the sports programs on campus but also supports the school as a whole. The athletic porgrams availble on campus teach students leadership skills as well as how to work with your team mates to make something amazing happen. The ASB class at this school is constantly involve and works extremly hard to pull off as many activities as possible. The school and class spirit is tremendous and the pep rallies are remarkable. In addition to the extracurricular programs available, the teachers truely care about the students. The new principal, Mr. Verdi, shows a great amount of interest in the well-being of the students and the opinions of the parents. I highly recommend this school. GO JACKETS!
—Submitted by a student


Posted August 31, 2008

I decided to send my children to Nova Meridian Academy (www.NMA.ms) instead of Colton or Redlands. In their first year, even with challenges every first year business faces, their California Standardized Test (CST) results for English & History were better than Colton, Redlands and even the State of California! Of this year s (2008/2009) teaching staff, one third of the teachers have their PHD! The Biology is a research scientist/paleontologist. One AVID teacher has written several books for NASA and is excited to teach students to write. Every teacher is full of energy and delighted to be a part of this team. Some schools place their most advanced students in the AVID (Advancement Via Individual Determination) program. At NMA, EVERY student is part of AVID. Sending our my children to NMA was our greatest decision . When they graduate, I believe they will be accepted into several four year colleges.
—Submitted by a parent


Posted August 26, 2008

Colton High School is not 'Committed to High Standards.' There are two main problems with the school itself (the school district is another story). The first is that the school is built for only 1,300 students but houses 3,200. The school is dominated by portable classrooms which constantly eat away at free space for students. They are squeezing more and more students into less and less space in a closed campus situation. This leaves a tense environment with the students which is not a productive or acclimated for learning. Second, there is no 'above-and-beyond' expectation of the students. The expectation of students is to simply pass. The school as a whole pushes students to meet their graduation requirements and pass to get their diploma. This, I believe, is from total absence of faculty cohesion. There cannot be a unified expectation from faculty, if there is no unified faculty.
—Submitted by a student


Posted June 10, 2008

I think this school is the worst. My daughter was a straight A student until attending here. She is now failing math and barely getting B's. Not to mention the behavior problems the school as a whole is having. Wake up administration and get a program in to deal with the racial issues you are having. Denial is not going to do it. The counselors also need to wake up and realize a junior college can be just as good as a regular college. I am insulted that my child was told to not go to a junior college.
—Submitted by a parent


Posted April 11, 2008

I think that this is an awsome school my little brother goes here and always comes home talking about every thing new that he learned that day.


Posted November 14, 2007

colton school is a great school they keep me,as parent up to date on my student progress, and they care about the student.
—Submitted by a parent


Posted November 2, 2007

I think colton high school is a great school. they have good programs and the teacher really care for the students and help them in every way. its up to the student if they want to graduate or not...its not the teachers choice or the school. We have many academic programs and more things to help.
—Submitted by a student


Posted September 7, 2007

Some of the teachers are organized and dedicated and the others won't return the parent's phone calls. When I call to clear up an absence they tell me to have my student talk to the teacher. Why call me at home if I am not involved? I wouldn't know if my kid is ditching or not, since the student and the teacher are supposed to discuss it and that's the last I hear about it. I have never dealt with a school that could careless about attendance. The parents aren't involved because there is an attitude that lets you know that you aren't welcome. Unfortunately, we can't get the CUSD to build a high school in Grand Terrace. The students taking the bus have to sit on eachother's laps due to overcrowding. That's unsafe!
—Submitted by a parent


Posted August 3, 2007

The parents for the most part are not involved.


Posted May 21, 2007

The students at this school have strong minds and they know how to use it to their advantage. Whether or not you will be successful after attending Colton High is up to the students themselves. It is what you make of it. The funding for sports will always be higher because the sports bring in their own money because of games and fundraisers. The teachers at Colton do not get the recoginition that they deserve! Mr. Coke seems to be doing a great job as prinipal at the school. As a former student myself, I think parental involvement at the school is greatly needed!
—Submitted by a former student


Posted May 7, 2007

The majority of the teachers I had did the best they could for their students. The newest principal, Mr.Coke, is a vast improvement. One of the biggest complaints I have about the school is the lack of funding for the arts (especially drama), and more money spent on football. Doesn't anyone remember the millions of dollars spent on a new field when our classrooms and auditorium needed fixing?
—Submitted by a former student


Posted May 6, 2006

I love this school. They have really helped my kids be successful and they really stay on my kids to be successful. My wife and I will do whatever the school desires to support them completely
—Submitted by a parent


Posted April 23, 2006

Horrible school, I pulled my child out after a year.
—Submitted by a parent


Posted March 14, 2006

Low class environment. School is aged and delapitated. Parents are complainers.
—Submitted by a former student


Posted December 4, 2005

Colton High is a place where students can recieve a great education. I find that many members of the staff truly care about the kids. There are several wonderful programs in effect there such as: AVID, Academic Competition, the AP program and so on.
—Submitted by a teacher


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

675

Change from
2012 to 2013

-2

API Statewide Rank
(2012)

2 / 10

API Similar Schools Rank (2012)

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

API Growth scores by subgroup

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

This school's
API score

675

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

-2

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)

2 / 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)

1 / 10

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

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

160 students were tested at this school in 2013.

2013

 
 
19%

2012

 
 
14%

2011

 
 
26%

2010

 
 
8%
Algebra II

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

2013

 
 
n/a

2012

 
 
34%

2011

 
 
41%

2010

 
 
34%
Biology/Life Sciences

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

221 students were tested at this school in 2013.

2013

 
 
32%

2012

 
 
41%

2011

 
 
41%

2010

 
 
33%
Earth Science

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

245 students were tested at this school in 2013.

2013

 
 
11%

2012

 
 
17%

2011

 
 
16%

2010

 
 
13%
English Language Arts

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

436 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
42%

2011

 
 
42%

2010

 
 
33%
General Mathematics (Grades 6 & 7 Standards)

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

208 students were tested at this school in 2013.

2013

 
 
7%

2012

 
 
21%

2011

 
 
12%

2010

 
 
10%
Geometry

The state average for Geometry was 45% in 2013.

90 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
25%

2011

 
 
26%

2010

 
 
17%
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.

141 students were tested at this school in 2013.

2013

 
 
14%

2012

 
 
11%

2011

 
 
30%

2010

 
 
7%
Algebra II

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

83 students were tested at this school in 2013.

2013

 
 
17%

2012

 
 
14%

2011

 
 
34%

2010

 
 
12%
Biology/Life Sciences

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

234 students were tested at this school in 2013.

2013

 
 
12%

2012

 
 
16%

2011

 
 
14%

2010

 
 
14%
Chemistry

The state average for Chemistry was 46% in 2013.

77 students were tested at this school in 2013.

2013

 
 
11%

2012

 
 
17%

2011

 
 
28%

2010

 
 
27%
Earth Science

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

56 students were tested at this school in 2013.

2013

 
 
7%

2012

 
 
24%

2011

 
 
23%

2010

 
 
20%
English Language Arts

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

415 students were tested at this school in 2013.

2013

 
 
27%

2012

 
 
33%

2011

 
 
31%

2010

 
 
29%
Geometry

The state average for Geometry was 15% in 2013.

96 students were tested at this school in 2013.

2013

 
 
7%

2012

 
 
10%

2011

 
 
9%

2010

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

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

2013

 
 
n/a

2012

 
 
27%

2011

 
 
36%

2010

 
 
40%
Science

The state average for Science was 54% in 2013.

407 students were tested at this school in 2013.

2013

 
 
24%

2012

 
 
29%

2011

 
 
25%

2010

 
 
26%
World History

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

461 students were tested at this school in 2013.

2013

 
 
19%

2012

 
 
26%

2011

 
 
19%

2010

 
 
26%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

96 students were tested at this school in 2013.

2013

 
 
5%

2012

 
 
13%

2011

 
 
18%

2010

 
 
8%
Algebra II

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

61 students were tested at this school in 2013.

2013

 
 
18%

2012

 
 
15%

2011

 
 
9%

2010

 
 
4%
Biology/Life Sciences

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

110 students were tested at this school in 2013.

2013

 
 
18%

2012

 
 
31%

2011

 
 
28%

2010

 
 
23%
Chemistry

The state average for Chemistry was 32% in 2013.

51 students were tested at this school in 2013.

2013

 
 
18%

2012

 
 
7%

2011

 
 
21%

2010

 
 
16%
Earth Science

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

24 students were tested at this school in 2013.

2013

 
 
21%

2012

 
 
20%

2011

 
 
22%

2010

 
 
15%
English Language Arts

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

404 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
34%

2011

 
 
30%

2010

 
 
26%
Geometry

The state average for Geometry was 8% in 2013.

61 students were tested at this school in 2013.

2013

 
 
4%

2012

 
 
4%

2011

 
 
4%

2010

 
 
5%
High School (Summative) Mathematics (Grade 9-11)

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

54 students were tested at this school in 2013.

2013

 
 
37%

2012

 
 
26%

2011

 
 
21%

2010

 
 
15%
Physics

The state average for Physics was 58% in 2013.

51 students were tested at this school in 2013.

2013

 
 
24%

2012

 
 
25%

2011

 
 
23%

2010

 
 
13%
U.S. History

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

439 students were tested at this school in 2013.

2013

 
 
31%

2012

 
 
27%

2011

 
 
29%

2010

 
 
28%
World History

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

16 students were tested at this school in 2013.

2013

 
 
16%

2012

 
 
12%

2011

 
 
17%

2010

 
 
18%
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 Students19%
Females18%
Males20%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino19%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged18%
Non-economically disadvantaged23%
Students with disabilityn/a
Students with no reported disability19%
English learner5%
Fluent-English proficient and English only21%
Migrant educationn/a
Gifted and talented35%
Parent education - not a high school graduate18%
Parent education - high school graduate15%
Parent education - some college (includes AA degree)23%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state13%

Algebra II

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
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 Students32%
Females27%
Males38%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged31%
Non-economically disadvantaged33%
Students with disabilityn/a
Students with no reported disability33%
English learner0%
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talented64%
Parent education - not a high school graduate29%
Parent education - high school graduate29%
Parent education - some college (includes AA degree)38%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state15%

Earth Science

All Students11%
Females4%
Males16%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino11%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged11%
Non-economically disadvantaged13%
Students with disability7%
Students with no reported disability12%
English learner0%
Fluent-English proficient and English only14%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate8%
Parent education - high school graduate13%
Parent education - some college (includes AA degree)12%
Parent education - college graduaten/a
Parent education - graduate school/post graduate20%
Parent education - declined to state9%

English Language Arts

All Students45%
Females45%
Males44%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)61%
Economically disadvantaged43%
Non-economically disadvantaged54%
Students with disability36%
Students with no reported disability45%
English learner4%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate39%
Parent education - high school graduate46%
Parent education - some college (includes AA degree)49%
Parent education - college graduate50%
Parent education - graduate school/post graduate40%
Parent education - declined to state42%

General Mathematics (Grades 6 & 7 Standards)

All Students7%
Females7%
Males7%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino7%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)17%
Economically disadvantaged8%
Non-economically disadvantaged0%
Students with disability0%
Students with no reported disability9%
English learner0%
Fluent-English proficient and English only10%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate5%
Parent education - high school graduate9%
Parent education - some college (includes AA degree)7%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state13%

Geometry

All Students41%
Females38%
Males45%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged43%
Non-economically disadvantaged25%
Students with disabilityn/a
Students with no reported disability41%
English learnern/a
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talented79%
Parent education - not a high school graduate33%
Parent education - high school graduate46%
Parent education - some college (includes AA degree)48%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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 Students14%
Females13%
Males14%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino13%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged14%
Non-economically disadvantaged11%
Students with disabilityn/a
Students with no reported disability14%
English learner4%
Fluent-English proficient and English only16%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate12%
Parent education - high school graduate20%
Parent education - some college (includes AA degree)6%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state13%

Algebra II

All Students17%
Females8%
Males33%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino15%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged17%
Non-economically disadvantaged15%
Students with disabilityn/a
Students with no reported disability17%
English learnern/a
Fluent-English proficient and English only17%
Migrant educationn/a
Gifted and talented26%
Parent education - not a high school graduate8%
Parent education - high school graduate14%
Parent education - some college (includes AA degree)17%
Parent education - college graduate45%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students12%
Females7%
Males14%
African Americann/a
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)n/a
Economically disadvantaged11%
Non-economically disadvantaged9%
Students with disability7%
Students with no reported disability12%
English learner0%
Fluent-English proficient and English only15%
Migrant educationn/a
Gifted and talented54%
Parent education - not a high school graduate7%
Parent education - high school graduate13%
Parent education - some college (includes AA degree)15%
Parent education - college graduate25%
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

Chemistry

All Students11%
Females6%
Males21%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino12%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged11%
Non-economically disadvantaged13%
Students with disabilityn/a
Students with no reported disability12%
English learnern/a
Fluent-English proficient and English only12%
Migrant educationn/a
Gifted and talented24%
Parent education - not a high school graduate9%
Parent education - high school graduate15%
Parent education - some college (includes AA degree)11%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Students7%
Females0%
Males11%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino8%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged8%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability7%
English learner0%
Fluent-English proficient and English only10%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate5%
Parent education - high school graduate6%
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 Students27%
Females33%
Males22%
African Americann/a
Asiann/a
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)25%
Economically disadvantaged25%
Non-economically disadvantaged38%
Students with disabilityn/a
Students with no reported disability27%
English learner0%
Fluent-English proficient and English only32%
Migrant educationn/a
Gifted and talented79%
Parent education - not a high school graduate17%
Parent education - high school graduate25%
Parent education - some college (includes AA degree)37%
Parent education - college graduate42%
Parent education - graduate school/post graduate33%
Parent education - declined to state16%

Geometry

All Students7%
Females4%
Males10%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino6%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged9%
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability7%
English learner0%
Fluent-English proficient and English only8%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate3%
Parent education - some college (includes AA degree)4%
Parent education - college graduate31%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
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 Students24%
Females24%
Males25%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)9%
Economically disadvantaged24%
Non-economically disadvantaged28%
Students with disabilityn/a
Students with no reported disability25%
English learner3%
Fluent-English proficient and English only29%
Migrant educationn/a
Gifted and talented72%
Parent education - not a high school graduate20%
Parent education - high school graduate21%
Parent education - some college (includes AA degree)31%
Parent education - college graduate33%
Parent education - graduate school/post graduate47%
Parent education - declined to state13%

World History

All Students19%
Females14%
Males25%
African American36%
Asiann/a
Filipinon/a
Hispanic or Latino19%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)27%
Economically disadvantaged18%
Non-economically disadvantaged30%
Students with disability6%
Students with no reported disability22%
English learner3%
Fluent-English proficient and English only23%
Migrant educationn/a
Gifted and talented53%
Parent education - not a high school graduate9%
Parent education - high school graduate20%
Parent education - some college (includes AA degree)27%
Parent education - college graduate39%
Parent education - graduate school/post graduate25%
Parent education - declined to state11%
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 Students5%
Females3%
Males9%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino4%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged6%
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability5%
English learner0%
Fluent-English proficient and English only7%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate10%
Parent education - some college (includes AA degree)5%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students18%
Females14%
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)n/a
Economically disadvantaged15%
Non-economically disadvantaged24%
Students with disabilityn/a
Students with no reported disability18%
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 graduate22%
Parent education - some college (includes AA degree)22%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students18%
Females13%
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)n/a
Economically disadvantaged17%
Non-economically disadvantaged20%
Students with disability0%
Students with no reported disability20%
English learner0%
Fluent-English proficient and English only24%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate9%
Parent education - high school graduate25%
Parent education - some college (includes AA degree)27%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students18%
Females12%
Males23%
African Americann/a
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)n/a
Economically disadvantaged17%
Non-economically disadvantaged19%
Students with disabilityn/a
Students with no reported disability18%
English learnern/a
Fluent-English proficient and English only18%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate21%
Parent education - some college (includes AA degree)13%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Students21%
Femalesn/a
Males29%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino21%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged23%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability24%
English learnern/a
Fluent-English proficient and English only29%
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 Students29%
Females28%
Males32%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)40%
Economically disadvantaged28%
Non-economically disadvantaged36%
Students with disabilityn/a
Students with no reported disability30%
English learner0%
Fluent-English proficient and English only34%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduate19%
Parent education - high school graduate31%
Parent education - some college (includes AA degree)38%
Parent education - college graduate38%
Parent education - graduate school/post graduate17%
Parent education - declined to state23%

Geometry

All Students4%
Females0%
Males7%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino4%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged4%
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability3%
English learnern/a
Fluent-English proficient and English only4%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate9%
Parent education - some college (includes AA degree)0%
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 Students37%
Females38%
Males36%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged38%
Non-economically disadvantaged33%
Students with disabilityn/a
Students with no reported disability37%
English learnern/a
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talented50%
Parent education - not a high school graduate45%
Parent education - high school graduate22%
Parent education - some college (includes AA degree)71%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Physics

All Students24%
Females15%
Males32%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged25%
Non-economically disadvantaged18%
Students with disabilityn/a
Students with no reported disability24%
English learnern/a
Fluent-English proficient and English only24%
Migrant educationn/a
Gifted and talented38%
Parent education - not a high school graduaten/a
Parent education - high school graduate33%
Parent education - some college (includes AA degree)24%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students31%
Females27%
Males34%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)53%
Economically disadvantaged28%
Non-economically disadvantaged42%
Students with disability4%
Students with no reported disability34%
English learner3%
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talented84%
Parent education - not a high school graduate20%
Parent education - high school graduate30%
Parent education - some college (includes AA degree)37%
Parent education - college graduate55%
Parent education - graduate school/post graduate20%
Parent education - declined to state36%

World History

All Students16%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged17%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability20%
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

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

466 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
75%

2011

 
 
75%

2010

 
 
71%
Math

The state average for Math was 84% in 2013.

465 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
78%

2011

 
 
77%

2010

 
 
72%
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 Students74%
Females78%
Males70%
Gender Unknownn/a
African American83%
Asiann/a
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)87%
Declined to staten/a
Economically disadvantaged72%
Non-economically disadvantaged87%
Economic Status Unknown64%
Students with disability16%
Tested with modificationsn/a
English learner26%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students74%
Females75%
Males73%
Gender Unknownn/a
African American75%
Asiann/a
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)87%
Declined to staten/a
Economically disadvantaged73%
Non-economically disadvantaged80%
Economic Status Unknown55%
Students with disability23%
Tested with modificationsn/a
English learner33%
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
Hispanic 82% 52%
White 9% 26%
Black 6% 6%
Asian or Asian/Pacific Islander 2% 11%
Two or more races 1% 3%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 5%N/A55%
Source: NCES, 2011-2012

College readiness and student pathways

Students typically attend these schools prior to attending this school Colton Middle School, Colton, CA
Terrace Hills Middle School, Grand Terrace, CA
Read more about resources at this school
Source: Manually entered by a school official.

Teacher experience

  This school District averageState average
First-year teachers 2%N/AN/A
Source: CRDC, 2011-2012

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

Arts & music

Visual arts
  • Ceramics
  • Painting
Music
  • Band
  • Choir / Chorus
Performing and written arts
  • Drama

Language learning

Bi-lingual or language immersion programs offered
  • Spanish
Foreign languages taught
  • French
  • Spanish
School leaders can update this information here.

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

School basics

School start time
  • 7:30am
School end time
  • 2:25pm
School Leader's name
  • Amanda Corridan
Fax number
  • (909) 876-4093

Programs

Bi-lingual or language immersion programs offered

Don't understand these terms?
  • Spanish
Foreign languages taught
  • French
  • Spanish
School leaders can update this information here.

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

Sports

Boys sports
  • Baseball
  • Basketball
  • Cross country
  • Football
  • Golf
  • Soccer
  • Swimming
  • Tennis
  • Track
  • Volleyball
  • Water polo
  • Wrestling
Girls sports
  • Basketball
  • Cheerleading
  • Cross country
  • Golf
  • Soccer
  • Softball
  • Swimming
  • Tennis
  • Track
  • Volleyball

Arts & music

Visual arts
  • Ceramics
  • Painting
Music
  • Band
  • Choir / Chorus
Performing arts
  • Drama
School leaders can update this information here.

Upcoming Events

No upcoming events found for this school
Searching for school events...
Date
Title
  • {{date}}
    {{title}}
Export calendar
Outlook.com
Microsoft Outlook
iCal Format
Google Calendar
Print Calendar
Uploading, please wait...
POWERED BY
Tandem

School culture

Dress Code
  • Dress code
School leaders can update this information here.

Apply

To learn more about enrolling, please call the school.
 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
 

What are your chances?

Students typically come from these schools
Colton Middle School, Colton, CA
Terrace Hills Middle School, Grand Terrace, CA
Notice an inaccuracy? Let us know!

777 West Valley Boulevard
Colton, CA 92324
Phone: (909) 580-5005

ADVERTISEMENT
ADVERTISEMENT

Compare this school
to nearby schools

Compare schools »

Compare

Add this school to compare

Nearby schools





Middle College High School
San Bernardino, CA



ADVERTISEMENT
ADVERTISEMENT