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GreatSchools Rating

Colton High School

Public | 9-12 | 3308 students

Last modified
Community Rating

3 stars

Community Rating by Year
2013:
No new ratings
2012:
No new ratings
2011:
No new ratings
2010:
Based on 1 rating

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31 reviews of this school


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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 2012.

This school's
API score

670

Change from
2011 to 2012

+10

API Statewide Rank
(2011)

2 / 10

API Similar Schools Rank (2011)

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 met its schoolwide API target for 2012.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2012

This school's
API score

670

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

+10

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

2 / 10

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

1 / 10

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

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

294 students were tested at this school in 2012.

2012

 
 
14%

2011

 
 
26%

2010

 
 
8%

2009

 
 
6%
Algebra II

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

38 students were tested at this school in 2012.

2012

 
 
34%

2011

 
 
41%

2010

 
 
34%

2009

 
 
24%
Biology/Life Sciences

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

394 students were tested at this school in 2012.

2012

 
 
41%

2011

 
 
41%

2010

 
 
33%

2009

 
 
38%
Earth Science

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

408 students were tested at this school in 2012.

2012

 
 
17%

2011

 
 
16%

2010

 
 
13%

2009

 
 
8%
English Language Arts

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

757 students were tested at this school in 2012.

2012

 
 
42%

2011

 
 
42%

2010

 
 
33%

2009

 
 
35%
General Mathematics (Grades 6 & 7 Standards)

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

248 students were tested at this school in 2012.

2012

 
 
21%

2011

 
 
12%

2010

 
 
10%

2009

 
 
n/a
Geometry

The state average for Geometry was 48% in 2012.

225 students were tested at this school in 2012.

2012

 
 
25%

2011

 
 
26%

2010

 
 
17%

2009

 
 
10%
Integrated/Coordinated Science 1

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
World History

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
0%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

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

272 students were tested at this school in 2012.

2012

 
 
11%

2011

 
 
30%

2010

 
 
7%

2009

 
 
5%
Algebra II

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

128 students were tested at this school in 2012.

2012

 
 
14%

2011

 
 
34%

2010

 
 
12%

2009

 
 
7%
Biology/Life Sciences

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

410 students were tested at this school in 2012.

2012

 
 
16%

2011

 
 
14%

2010

 
 
14%

2009

 
 
15%
Chemistry

The state average for Chemistry was 51% in 2012.

163 students were tested at this school in 2012.

2012

 
 
17%

2011

 
 
28%

2010

 
 
27%

2009

 
 
9%
Earth Science

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

46 students were tested at this school in 2012.

2012

 
 
24%

2011

 
 
23%

2010

 
 
20%

2009

 
 
16%
English Language Arts

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

719 students were tested at this school in 2012.

2012

 
 
33%

2011

 
 
31%

2010

 
 
29%

2009

 
 
28%
Geometry

The state average for Geometry was 17% in 2012.

169 students were tested at this school in 2012.

2012

 
 
10%

2011

 
 
9%

2010

 
 
6%

2009

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

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

 
 
27%

2011

 
 
36%

2010

 
 
40%

2009

 
 
19%
Science

The state average for Science was 53% in 2012.

710 students were tested at this school in 2012.

2012

 
 
29%

2011

 
 
25%

2010

 
 
26%

2009

 
 
20%
World History

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

776 students were tested at this school in 2012.

2012

 
 
26%

2011

 
 
19%

2010

 
 
26%

2009

 
 
20%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

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

106 students were tested at this school in 2012.

2012

 
 
13%

2011

 
 
18%

2010

 
 
8%

2009

 
 
8%
Algebra II

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

132 students were tested at this school in 2012.

2012

 
 
15%

2011

 
 
9%

2010

 
 
4%

2009

 
 
7%
Biology/Life Sciences

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

182 students were tested at this school in 2012.

2012

 
 
31%

2011

 
 
28%

2010

 
 
23%

2009

 
 
28%
Chemistry

The state average for Chemistry was 34% in 2012.

80 students were tested at this school in 2012.

2012

 
 
7%

2011

 
 
21%

2010

 
 
16%

2009

 
 
22%
Earth Science

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

49 students were tested at this school in 2012.

2012

 
 
20%

2011

 
 
22%

2010

 
 
15%

2009

 
 
14%
English Language Arts

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

651 students were tested at this school in 2012.

2012

 
 
34%

2011

 
 
30%

2010

 
 
26%

2009

 
 
25%
Geometry

The state average for Geometry was 9% in 2012.

49 students were tested at this school in 2012.

2012

 
 
4%

2011

 
 
4%

2010

 
 
5%

2009

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

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

 
 
26%

2011

 
 
21%

2010

 
 
15%

2009

 
 
24%
Physics

The state average for Physics was 56% in 2012.

81 students were tested at this school in 2012.

2012

 
 
25%

2011

 
 
23%

2010

 
 
13%

2009

 
 
23%
U.S. History

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

685 students were tested at this school in 2012.

2012

 
 
27%

2011

 
 
29%

2010

 
 
28%

2009

 
 
28%
World History

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

36 students were tested at this school in 2012.

2012

 
 
12%

2011

 
 
17%

2010

 
 
18%

2009

 
 
13%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

All Students14%
Females13%
Males14%
African American13%
Asiann/a
Filipinon/a
Hispanic or Latino13%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)21%
Economically disadvantaged12%
Non-economically disadvantaged19%
Students with disabilityn/a
Students with no reported disability14%
English learner8%
Fluent-English proficient and English only15%
Migrant educationn/a
Gifted and talented45%
Parent education - not a high school graduate13%
Parent education - high school graduate14%
Parent education - some college (includes AA degree)15%
Parent education - college graduate14%
Parent education - graduate school/post graduaten/a
Parent education - declined to state5%

Algebra II

All Students34%
Females33%
Males35%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino33%
White (not Hispanic)n/a
Economically disadvantaged36%
Non-economically disadvantaged33%
Students with disabilityn/a
Students with no reported disability32%
English learnern/a
Fluent-English proficient and English only34%
Migrant educationn/a
Gifted and talented37%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)28%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students41%
Females40%
Males43%
African American53%
Asiann/a
Filipinon/a
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged35%
Non-economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability42%
English learner8%
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talented73%
Parent education - not a high school graduate29%
Parent education - high school graduate34%
Parent education - some college (includes AA degree)44%
Parent education - college graduate55%
Parent education - graduate school/post graduate67%
Parent education - declined to state31%

Earth Science

All Students17%
Females10%
Males21%
African American19%
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)38%
Economically disadvantaged14%
Non-economically disadvantaged26%
Students with disability6%
Students with no reported disability18%
English learner2%
Fluent-English proficient and English only21%
Migrant educationn/a
Gifted and talented64%
Parent education - not a high school graduate13%
Parent education - high school graduate15%
Parent education - some college (includes AA degree)21%
Parent education - college graduate20%
Parent education - graduate school/post graduate31%
Parent education - declined to state14%

English Language Arts

All Students42%
Females48%
Males37%
African American35%
Asian62%
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)59%
Economically disadvantaged38%
Non-economically disadvantaged55%
Students with disability30%
Students with no reported disability42%
English learner6%
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduate26%
Parent education - high school graduate36%
Parent education - some college (includes AA degree)53%
Parent education - college graduate58%
Parent education - graduate school/post graduate62%
Parent education - declined to state29%

General Mathematics (Grades 6 & 7 Standards)

All Students21%
Females16%
Males24%
African American18%
Asiann/a
Filipinon/a
Hispanic or Latino19%
American Indian or Alaska Nativen/a
White (not Hispanic)54%
Economically disadvantaged22%
Non-economically disadvantaged14%
Students with disability2%
Students with no reported disability27%
English learner8%
Fluent-English proficient and English only25%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate19%
Parent education - high school graduate20%
Parent education - some college (includes AA degree)25%
Parent education - college graduate25%
Parent education - graduate school/post graduaten/a
Parent education - declined to state21%

Geometry

All Students25%
Females21%
Males28%
African American18%
Asiann/a
Filipinon/a
Hispanic or Latino22%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)40%
Economically disadvantaged24%
Non-economically disadvantaged25%
Students with disabilityn/a
Students with no reported disability25%
English learnern/a
Fluent-English proficient and English only25%
Migrant educationn/a
Gifted and talented43%
Parent education - not a high school graduate15%
Parent education - high school graduate19%
Parent education - some college (includes AA degree)31%
Parent education - college graduate29%
Parent education - graduate school/post graduate28%
Parent education - declined to staten/a

Integrated/Coordinated Science 1

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

World History

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

About the tests


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

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

See California's state standards

Source: California Department of Education

Algebra I

All Students11%
Females10%
Males12%
African American9%
Asiann/a
Filipinon/a
Hispanic or Latino10%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)16%
Economically disadvantaged10%
Non-economically disadvantaged12%
Students with disabilityn/a
Students with no reported disability11%
English learner5%
Fluent-English proficient and English only12%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate6%
Parent education - high school graduate11%
Parent education - some college (includes AA degree)12%
Parent education - college graduate6%
Parent education - graduate school/post graduate23%
Parent education - declined to state15%

Algebra II

All Students14%
Females14%
Males13%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino14%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)5%
Economically disadvantaged16%
Non-economically disadvantaged10%
Students with disabilityn/a
Students with no reported disability13%
English learnern/a
Fluent-English proficient and English only13%
Migrant educationn/a
Gifted and talented20%
Parent education - not a high school graduate17%
Parent education - high school graduate11%
Parent education - some college (includes AA degree)18%
Parent education - college graduate17%
Parent education - graduate school/post graduate7%
Parent education - declined to staten/a

Biology/Life Sciences

All Students16%
Females11%
Males22%
African American13%
Asiann/a
Filipinon/a
Hispanic or Latino15%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)26%
Economically disadvantaged14%
Non-economically disadvantaged22%
Students with disability5%
Students with no reported disability17%
English learner3%
Fluent-English proficient and English only20%
Migrant educationn/a
Gifted and talented53%
Parent education - not a high school graduate9%
Parent education - high school graduate17%
Parent education - some college (includes AA degree)22%
Parent education - college graduate23%
Parent education - graduate school/post graduate11%
Parent education - declined to state19%

Chemistry

All Students17%
Females11%
Males26%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino15%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)15%
Economically disadvantaged15%
Non-economically disadvantaged19%
Students with disabilityn/a
Students with no reported disability17%
English learnern/a
Fluent-English proficient and English only17%
Migrant educationn/a
Gifted and talented29%
Parent education - not a high school graduate14%
Parent education - high school graduate20%
Parent education - some college (includes AA degree)16%
Parent education - college graduate23%
Parent education - graduate school/post graduate12%
Parent education - declined to state9%

Earth Science

All Students24%
Females17%
Males29%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged17%
Non-economically disadvantaged45%
Students with disabilityn/a
Students with no reported disability28%
English learner0%
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate27%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)17%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students33%
Females33%
Males31%
African American34%
Asiann/a
Filipinon/a
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)37%
Economically disadvantaged28%
Non-economically disadvantaged41%
Students with disabilityn/a
Students with no reported disability32%
English learner5%
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talented76%
Parent education - not a high school graduate18%
Parent education - high school graduate32%
Parent education - some college (includes AA degree)42%
Parent education - college graduate39%
Parent education - graduate school/post graduate38%
Parent education - declined to state26%

Geometry

All Students10%
Females10%
Males10%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino11%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)0%
Economically disadvantaged9%
Non-economically disadvantaged12%
Students with disabilityn/a
Students with no reported disability10%
English learner7%
Fluent-English proficient and English only10%
Migrant educationn/a
Gifted and talented28%
Parent education - not a high school graduate6%
Parent education - high school graduate8%
Parent education - some college (includes AA degree)14%
Parent education - college graduate13%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students27%
Females11%
Males44%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino29%
White (not Hispanic)n/a
Economically disadvantaged33%
Non-economically disadvantaged21%
Students with no reported disability28%
English learnern/a
Fluent-English proficient and English only27%
Migrant educationn/a
Gifted and talented31%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)31%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students29%
Females25%
Males34%
African American29%
Asiann/a
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)48%
Economically disadvantaged25%
Non-economically disadvantaged38%
Students with disability20%
Students with no reported disability29%
English learner5%
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talented72%
Parent education - not a high school graduate14%
Parent education - high school graduate32%
Parent education - some college (includes AA degree)37%
Parent education - college graduate36%
Parent education - graduate school/post graduate38%
Parent education - declined to state20%

World History

All Students26%
Females19%
Males33%
African American20%
Asian60%
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)37%
Economically disadvantaged22%
Non-economically disadvantaged34%
Students with disability7%
Students with no reported disability28%
English learner7%
Fluent-English proficient and English only29%
Migrant educationn/a
Gifted and talented66%
Parent education - not a high school graduate15%
Parent education - high school graduate24%
Parent education - some college (includes AA degree)36%
Parent education - college graduate32%
Parent education - graduate school/post graduate33%
Parent education - declined to state10%
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

Algebra I

All Students13%
Females16%
Males11%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino12%
White (not Hispanic)n/a
Economically disadvantaged12%
Non-economically disadvantaged17%
Students with disabilityn/a
Students with no reported disability14%
English learner5%
Fluent-English proficient and English only15%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate5%
Parent education - high school graduate11%
Parent education - some college (includes AA degree)12%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students15%
Females7%
Males27%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)8%
Economically disadvantaged20%
Non-economically disadvantaged6%
Students with disabilityn/a
Students with no reported disability15%
English learnern/a
Fluent-English proficient and English only16%
Migrant educationn/a
Gifted and talented27%
Parent education - not a high school graduate11%
Parent education - high school graduate15%
Parent education - some college (includes AA degree)20%
Parent education - college graduate8%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students31%
Females31%
Males30%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)24%
Economically disadvantaged27%
Non-economically disadvantaged37%
Students with disability6%
Students with no reported disability33%
English learner0%
Fluent-English proficient and English only34%
Migrant educationn/a
Gifted and talented73%
Parent education - not a high school graduate22%
Parent education - high school graduate30%
Parent education - some college (includes AA degree)38%
Parent education - college graduate26%
Parent education - graduate school/post graduate38%
Parent education - declined to staten/a

Chemistry

All Students7%
Females4%
Males11%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino6%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged8%
Non-economically disadvantaged7%
Students with disabilityn/a
Students with no reported disability8%
English learnern/a
Fluent-English proficient and English only8%
Migrant educationn/a
Gifted and talented27%
Parent education - not a high school graduate13%
Parent education - high school graduate0%
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 Students20%
Females17%
Males23%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino26%
White (not Hispanic)n/a
Economically disadvantaged23%
Non-economically disadvantaged14%
Students with disability0%
Students with no reported disability26%
English learner0%
Fluent-English proficient and English only31%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate9%
Parent education - high school graduate8%
Parent education - some college (includes AA degree)25%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students34%
Females33%
Males34%
African American32%
Asian40%
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)45%
Economically disadvantaged30%
Non-economically disadvantaged41%
Students with disability13%
Students with no reported disability34%
English learner3%
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talented78%
Parent education - not a high school graduate29%
Parent education - high school graduate28%
Parent education - some college (includes AA degree)35%
Parent education - college graduate42%
Parent education - graduate school/post graduate49%
Parent education - declined to state38%

Geometry

All Students4%
Females4%
Males5%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged3%
Non-economically disadvantaged6%
Students with disabilityn/a
Students with no reported disability4%
English learnern/a
Fluent-English proficient and English only5%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate7%
Parent education - some college (includes AA degree)6%
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 Students26%
Females24%
Males29%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino22%
American Indian or Alaska Nativen/a
White (not Hispanic)35%
Economically disadvantaged23%
Non-economically disadvantaged33%
Students with disabilityn/a
Students with no reported disability26%
English learnern/a
Fluent-English proficient and English only26%
Migrant educationn/a
Gifted and talented43%
Parent education - not a high school graduate26%
Parent education - high school graduate21%
Parent education - some college (includes AA degree)29%
Parent education - college graduaten/a
Parent education - graduate school/post graduate24%
Parent education - declined to staten/a

Physics

All Students25%
Females20%
Males32%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino15%
American Indian or Alaska Nativen/a
White (not Hispanic)73%
Economically disadvantaged17%
Non-economically disadvantaged37%
Students with disabilityn/a
Students with no reported disability26%
English learnern/a
Fluent-English proficient and English only26%
Migrant educationn/a
Gifted and talented50%
Parent education - not a high school graduaten/a
Parent education - high school graduate22%
Parent education - some college (includes AA degree)25%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students27%
Females21%
Males32%
African American20%
Asian33%
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)40%
Economically disadvantaged24%
Non-economically disadvantaged33%
Students with disability11%
Students with no reported disability28%
English learner1%
Fluent-English proficient and English only31%
Migrant educationn/a
Gifted and talented67%
Parent education - not a high school graduate26%
Parent education - high school graduate17%
Parent education - some college (includes AA degree)33%
Parent education - college graduate33%
Parent education - graduate school/post graduate41%
Parent education - declined to state28%

World History

All Students12%
Females8%
Males15%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino9%
White (not Hispanic)n/a
Economically disadvantaged15%
Non-economically disadvantaged8%
Students with disabilityn/a
Students with no reported disability9%
English learnern/a
Fluent-English proficient and English only16%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate0%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

English Language Arts

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

794 students were tested at this school in 2012.

2012

 
 
75%

2011

 
 
75%

2010

 
 
71%

2009

 
 
76%
Math

The state average for Math was 84% in 2012.

798 students were tested at this school in 2012.

2012

 
 
78%

2011

 
 
77%

2010

 
 
72%

2009

 
 
72%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

English Language Arts

All Students75%
Females80%
Males71%
African American70%
Asian73%
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)88%
Declined to staten/a
Economically disadvantaged72%
Non-economically disadvantaged84%
Economic Status Unknown77%
Students with disability25%
Tested with modificationsn/a
English learner37%
Language Fluency Unknown53%
Migrant educationn/a

Math

All Students78%
Females80%
Males75%
African American63%
Asiann/a
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)92%
Declined to staten/a
Economically disadvantaged76%
Non-economically disadvantaged83%
Economic Status Unknown75%
Students with disability31%
Tested with modificationsn/a
English learner48%
Language Fluency Unknown56%
Migrant educationn/a
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
Hispanic or Latino 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%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 111%N/A24%
Students eligible for free or reduced-price lunch program 262%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 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%
Source: CA Dept. of Education, 2007-2008

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
Average years teaching in district 11N/A11
Average years teaching 13N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 98%N/A96%
Emergency credential or waiver 1%N/A2%
Source: CA Dept. of Education, 2008-2009

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.

School basics

School start time
  • 7:30am
School end time
  • 2:25pm
School Leader's name
  • Robert Verdi
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.

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.

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

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