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Teacher quality
Principal leadership
Parent involvement
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
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
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
I felt that teachers and staff didn't implement the importance of going to college as much as they should have.
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
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
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
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
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
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.
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
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
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
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
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
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
Low class environment. School is aged and delapitated. Parents are complainers.
—Submitted by a former student
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.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 25% in 2012.
294 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
38 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
394 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
408 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
757 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
248 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
225 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
272 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
128 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
410 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
163 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
46 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
719 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
169 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
37 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
710 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
776 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 10% in 2012.
106 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
132 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
182 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
80 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
49 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
651 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
49 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
136 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
81 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
685 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
36 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 14% |
| Females | 13% |
| Males | 14% |
| African American | 13% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 21% |
| Economically disadvantaged | 12% |
| Non-economically disadvantaged | 19% |
| Students with disability | n/a |
| Students with no reported disability | 14% |
| English learner | 8% |
| Fluent-English proficient and English only | 15% |
| Migrant education | n/a |
| Gifted and talented | 45% |
| Parent education - not a high school graduate | 13% |
| Parent education - high school graduate | 14% |
| Parent education - some college (includes AA degree) | 15% |
| Parent education - college graduate | 14% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 5% |
| All Students | 34% |
| Females | 33% |
| Males | 35% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 33% |
| Students with disability | n/a |
| Students with no reported disability | 32% |
| English learner | n/a |
| Fluent-English proficient and English only | 34% |
| Migrant education | n/a |
| Gifted and talented | 37% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 28% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 41% |
| Females | 40% |
| Males | 43% |
| African American | 53% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 50% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 57% |
| Students with disability | n/a |
| Students with no reported disability | 42% |
| English learner | 8% |
| Fluent-English proficient and English only | 43% |
| Migrant education | n/a |
| Gifted and talented | 73% |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 34% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | 67% |
| Parent education - declined to state | 31% |
| All Students | 17% |
| Females | 10% |
| Males | 21% |
| African American | 19% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 15% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 38% |
| Economically disadvantaged | 14% |
| Non-economically disadvantaged | 26% |
| Students with disability | 6% |
| Students with no reported disability | 18% |
| English learner | 2% |
| Fluent-English proficient and English only | 21% |
| Migrant education | n/a |
| Gifted and talented | 64% |
| Parent education - not a high school graduate | 13% |
| Parent education - high school graduate | 15% |
| Parent education - some college (includes AA degree) | 21% |
| Parent education - college graduate | 20% |
| Parent education - graduate school/post graduate | 31% |
| Parent education - declined to state | 14% |
| All Students | 42% |
| Females | 48% |
| Males | 37% |
| African American | 35% |
| Asian | 62% |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 59% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 55% |
| Students with disability | 30% |
| Students with no reported disability | 42% |
| English learner | 6% |
| Fluent-English proficient and English only | 47% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 26% |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | 62% |
| Parent education - declined to state | 29% |
| All Students | 21% |
| Females | 16% |
| Males | 24% |
| African American | 18% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 19% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 54% |
| Economically disadvantaged | 22% |
| Non-economically disadvantaged | 14% |
| Students with disability | 2% |
| Students with no reported disability | 27% |
| English learner | 8% |
| Fluent-English proficient and English only | 25% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 19% |
| Parent education - high school graduate | 20% |
| Parent education - some college (includes AA degree) | 25% |
| Parent education - college graduate | 25% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 21% |
| All Students | 25% |
| Females | 21% |
| Males | 28% |
| African American | 18% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 22% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 40% |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | 25% |
| Students with disability | n/a |
| Students with no reported disability | 25% |
| English learner | n/a |
| Fluent-English proficient and English only | 25% |
| Migrant education | n/a |
| Gifted and talented | 43% |
| Parent education - not a high school graduate | 15% |
| Parent education - high school graduate | 19% |
| Parent education - some college (includes AA degree) | 31% |
| Parent education - college graduate | 29% |
| Parent education - graduate school/post graduate | 28% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 11% |
| Females | 10% |
| Males | 12% |
| African American | 9% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 10% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 16% |
| Economically disadvantaged | 10% |
| Non-economically disadvantaged | 12% |
| Students with disability | n/a |
| Students with no reported disability | 11% |
| English learner | 5% |
| Fluent-English proficient and English only | 12% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 6% |
| Parent education - high school graduate | 11% |
| Parent education - some college (includes AA degree) | 12% |
| Parent education - college graduate | 6% |
| Parent education - graduate school/post graduate | 23% |
| Parent education - declined to state | 15% |
| All Students | 14% |
| Females | 14% |
| Males | 13% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 14% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 5% |
| Economically disadvantaged | 16% |
| Non-economically disadvantaged | 10% |
| Students with disability | n/a |
| Students with no reported disability | 13% |
| English learner | n/a |
| Fluent-English proficient and English only | 13% |
| Migrant education | n/a |
| Gifted and talented | 20% |
| Parent education - not a high school graduate | 17% |
| Parent education - high school graduate | 11% |
| Parent education - some college (includes AA degree) | 18% |
| Parent education - college graduate | 17% |
| Parent education - graduate school/post graduate | 7% |
| Parent education - declined to state | n/a |
| All Students | 16% |
| Females | 11% |
| Males | 22% |
| African American | 13% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 15% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 26% |
| Economically disadvantaged | 14% |
| Non-economically disadvantaged | 22% |
| Students with disability | 5% |
| Students with no reported disability | 17% |
| English learner | 3% |
| Fluent-English proficient and English only | 20% |
| Migrant education | n/a |
| Gifted and talented | 53% |
| Parent education - not a high school graduate | 9% |
| Parent education - high school graduate | 17% |
| Parent education - some college (includes AA degree) | 22% |
| Parent education - college graduate | 23% |
| Parent education - graduate school/post graduate | 11% |
| Parent education - declined to state | 19% |
| All Students | 17% |
| Females | 11% |
| Males | 26% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 15% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 15% |
| Economically disadvantaged | 15% |
| Non-economically disadvantaged | 19% |
| Students with disability | n/a |
| Students with no reported disability | 17% |
| English learner | n/a |
| Fluent-English proficient and English only | 17% |
| Migrant education | n/a |
| Gifted and talented | 29% |
| Parent education - not a high school graduate | 14% |
| Parent education - high school graduate | 20% |
| Parent education - some college (includes AA degree) | 16% |
| Parent education - college graduate | 23% |
| Parent education - graduate school/post graduate | 12% |
| Parent education - declined to state | 9% |
| All Students | 24% |
| Females | 17% |
| Males | 29% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 17% |
| Non-economically disadvantaged | 45% |
| Students with disability | n/a |
| Students with no reported disability | 28% |
| English learner | 0% |
| Fluent-English proficient and English only | 33% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 17% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 33% |
| Females | 33% |
| Males | 31% |
| African American | 34% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 37% |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | 41% |
| Students with disability | n/a |
| Students with no reported disability | 32% |
| English learner | 5% |
| Fluent-English proficient and English only | 36% |
| Migrant education | n/a |
| Gifted and talented | 76% |
| Parent education - not a high school graduate | 18% |
| Parent education - high school graduate | 32% |
| Parent education - some college (includes AA degree) | 42% |
| Parent education - college graduate | 39% |
| Parent education - graduate school/post graduate | 38% |
| Parent education - declined to state | 26% |
| All Students | 10% |
| Females | 10% |
| Males | 10% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 11% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 0% |
| Economically disadvantaged | 9% |
| Non-economically disadvantaged | 12% |
| Students with disability | n/a |
| Students with no reported disability | 10% |
| English learner | 7% |
| Fluent-English proficient and English only | 10% |
| Migrant education | n/a |
| Gifted and talented | 28% |
| Parent education - not a high school graduate | 6% |
| Parent education - high school graduate | 8% |
| Parent education - some college (includes AA degree) | 14% |
| Parent education - college graduate | 13% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 27% |
| Females | 11% |
| Males | 44% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 21% |
| Students with no reported disability | 28% |
| English learner | n/a |
| Fluent-English proficient and English only | 27% |
| Migrant education | n/a |
| Gifted and talented | 31% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 31% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 29% |
| Females | 25% |
| Males | 34% |
| African American | 29% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 26% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 48% |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | 38% |
| Students with disability | 20% |
| Students with no reported disability | 29% |
| English learner | 5% |
| Fluent-English proficient and English only | 33% |
| Migrant education | n/a |
| Gifted and talented | 72% |
| Parent education - not a high school graduate | 14% |
| Parent education - high school graduate | 32% |
| Parent education - some college (includes AA degree) | 37% |
| Parent education - college graduate | 36% |
| Parent education - graduate school/post graduate | 38% |
| Parent education - declined to state | 20% |
| All Students | 26% |
| Females | 19% |
| Males | 33% |
| African American | 20% |
| Asian | 60% |
| Filipino | n/a |
| Hispanic or Latino | 24% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 37% |
| Economically disadvantaged | 22% |
| Non-economically disadvantaged | 34% |
| Students with disability | 7% |
| Students with no reported disability | 28% |
| English learner | 7% |
| Fluent-English proficient and English only | 29% |
| Migrant education | n/a |
| Gifted and talented | 66% |
| Parent education - not a high school graduate | 15% |
| Parent education - high school graduate | 24% |
| Parent education - some college (includes AA degree) | 36% |
| Parent education - college graduate | 32% |
| Parent education - graduate school/post graduate | 33% |
| Parent education - declined to state | 10% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 13% |
| Females | 16% |
| Males | 11% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 12% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 12% |
| Non-economically disadvantaged | 17% |
| Students with disability | n/a |
| Students with no reported disability | 14% |
| English learner | 5% |
| Fluent-English proficient and English only | 15% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 5% |
| Parent education - high school graduate | 11% |
| Parent education - some college (includes AA degree) | 12% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 15% |
| Females | 7% |
| Males | 27% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 17% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 8% |
| Economically disadvantaged | 20% |
| Non-economically disadvantaged | 6% |
| Students with disability | n/a |
| Students with no reported disability | 15% |
| English learner | n/a |
| Fluent-English proficient and English only | 16% |
| Migrant education | n/a |
| Gifted and talented | 27% |
| Parent education - not a high school graduate | 11% |
| Parent education - high school graduate | 15% |
| Parent education - some college (includes AA degree) | 20% |
| Parent education - college graduate | 8% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 31% |
| Females | 31% |
| Males | 30% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 32% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 24% |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 37% |
| Students with disability | 6% |
| Students with no reported disability | 33% |
| English learner | 0% |
| Fluent-English proficient and English only | 34% |
| Migrant education | n/a |
| Gifted and talented | 73% |
| Parent education - not a high school graduate | 22% |
| Parent education - high school graduate | 30% |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | 26% |
| Parent education - graduate school/post graduate | 38% |
| Parent education - declined to state | n/a |
| All Students | 7% |
| Females | 4% |
| Males | 11% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 6% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 8% |
| Non-economically disadvantaged | 7% |
| Students with disability | n/a |
| Students with no reported disability | 8% |
| English learner | n/a |
| Fluent-English proficient and English only | 8% |
| Migrant education | n/a |
| Gifted and talented | 27% |
| Parent education - not a high school graduate | 13% |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 13% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 20% |
| Females | 17% |
| Males | 23% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 26% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 14% |
| Students with disability | 0% |
| Students with no reported disability | 26% |
| English learner | 0% |
| Fluent-English proficient and English only | 31% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 9% |
| Parent education - high school graduate | 8% |
| Parent education - some college (includes AA degree) | 25% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 34% |
| Females | 33% |
| Males | 34% |
| African American | 32% |
| Asian | 40% |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 45% |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | 41% |
| Students with disability | 13% |
| Students with no reported disability | 34% |
| English learner | 3% |
| Fluent-English proficient and English only | 37% |
| Migrant education | n/a |
| Gifted and talented | 78% |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 35% |
| Parent education - college graduate | 42% |
| Parent education - graduate school/post graduate | 49% |
| Parent education - declined to state | 38% |
| All Students | 4% |
| Females | 4% |
| Males | 5% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 3% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 3% |
| Non-economically disadvantaged | 6% |
| Students with disability | n/a |
| Students with no reported disability | 4% |
| English learner | n/a |
| Fluent-English proficient and English only | 5% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 7% |
| Parent education - some college (includes AA degree) | 6% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 26% |
| Females | 24% |
| Males | 29% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 22% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 35% |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 33% |
| Students with disability | n/a |
| Students with no reported disability | 26% |
| English learner | n/a |
| Fluent-English proficient and English only | 26% |
| Migrant education | n/a |
| Gifted and talented | 43% |
| Parent education - not a high school graduate | 26% |
| Parent education - high school graduate | 21% |
| Parent education - some college (includes AA degree) | 29% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | 24% |
| Parent education - declined to state | n/a |
| All Students | 25% |
| Females | 20% |
| Males | 32% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 15% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 17% |
| Non-economically disadvantaged | 37% |
| Students with disability | n/a |
| Students with no reported disability | 26% |
| English learner | n/a |
| Fluent-English proficient and English only | 26% |
| Migrant education | n/a |
| Gifted and talented | 50% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 22% |
| Parent education - some college (includes AA degree) | 25% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 27% |
| Females | 21% |
| Males | 32% |
| African American | 20% |
| Asian | 33% |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 40% |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | 33% |
| Students with disability | 11% |
| Students with no reported disability | 28% |
| English learner | 1% |
| Fluent-English proficient and English only | 31% |
| Migrant education | n/a |
| Gifted and talented | 67% |
| Parent education - not a high school graduate | 26% |
| Parent education - high school graduate | 17% |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | 33% |
| Parent education - graduate school/post graduate | 41% |
| Parent education - declined to state | 28% |
| All Students | 12% |
| Females | 8% |
| Males | 15% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 9% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 15% |
| Non-economically disadvantaged | 8% |
| Students with disability | n/a |
| Students with no reported disability | 9% |
| English learner | n/a |
| Fluent-English proficient and English only | 16% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
794 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
798 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 75% |
| Females | 80% |
| Males | 71% |
| African American | 70% |
| Asian | 73% |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Declined to state | n/a |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 84% |
| Economic Status Unknown | 77% |
| Students with disability | 25% |
| Tested with modifications | n/a |
| English learner | 37% |
| Language Fluency Unknown | 53% |
| Migrant education | n/a |
| All Students | 78% |
| Females | 80% |
| Males | 75% |
| African American | 63% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Declined to state | n/a |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 83% |
| Economic Status Unknown | 75% |
| Students with disability | 31% |
| Tested with modifications | n/a |
| English learner | 48% |
| Language Fluency Unknown | 56% |
| Migrant education | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 78% | 49% | ||
| White | 11% | 28% | ||
| African American | 7% | 7% | ||
| Asian | 2% | 8% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Filipino | 1% | 3% | ||
| Multiple or No Response | 0% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 11% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 62% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 95% | 85% | ||
| All other non-English languages | 1% | 1% | ||
| Arabic | 1% | 1% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Indonesian | 1% | 0% | ||
| Khmer (Cambodian) | 1% | 0% | ||
| Cebuano (Visayan) | 0% | 0% | ||
| Hmong | 0% | 1% | ||
| Samoan | 0% | 0% |
| 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 | |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 98% | N/A | 96% |
| Emergency credential or waiver | 1% | N/A | 2% |
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| Performing and written arts |
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| Bi-lingual or language immersion programs offered |
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| Foreign languages taught |
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| School start time |
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| School end time |
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| School Leader's name |
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| Fax number |
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| Bi-lingual or language immersion programs offered Don't understand these terms? |
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| Foreign languages taught |
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| Boys sports |
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| Girls sports |
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| Visual arts |
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| Performing arts |
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Tips for understanding school culture
| Dress Code |
|
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.
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| Students typically come from these schools | Colton Middle School, Colton, CA Terrace Hills Middle School, Grand Terrace, CA |
777 West Valley Boulevard
Colton,
CA 92324
Phone: (909) 580-5005
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