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GreatSchools Rating

Mount Diablo High School

Public | 9-12 | 1610 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
No new ratings
2012:
Based on 2 ratings
2011:
No new ratings

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24 reviews of this school


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Posted December 21, 2012

My daughter was picked on for being a "stupid white girl" at this school. She was an honor student, so not "stupid" and she couldn't very well stop being white! There are a few good teachers, but there are some that are terrible and play favorites. Very little parental involvement. Another review mentioned the leadership program. Well, my daughter was in leadership. It is true the kids there were nicer, but all in all, it was a horrible experience for her. She transferred after two years and was much happier. Many students at this school are racist. It was as bad as we had heard, but we didn't believe it until we found out for ourselves. Transfer if you can to avoid sending your kids this school. Our neighbors had it right. They moved to the Concord High area when their kids were in middle school.
—Submitted by a parent


Posted September 6, 2012

I love Mount Diablo High and although my kids are slated to attend College Park in high school I plan on sending them to MDHS!
—Submitted by a teacher


Posted October 9, 2010

The best location in Concord with the best caring staff anyone could ask for. I appreciate all their hard work that they give our children considering the lack of parents input and funds. Mt Diablo has a lot of great programs. Parents involvement is very important, so be a part of Mt and let your child shine.
—Submitted by a parent


Posted August 9, 2010

I have been reading about all the bad things at Mount, and I must say that MOST of the students and staff are wonderful. A very visible minority has caused a lot of problems, but most days, one can go about the business of education without worrying about the negative elements. I am hopeful that the new year will bring more consistent enforcement of rules and even exclusion of those who would prefer to not be there. Given the demographic obstacles, this school has accomplished a lot, and I believe that it will continue to improve. Dr. LeBoeuf was a positive force, and she will be missed. I'm looking forward to meeting the new principal and staff, and starting the year on a positive note. Sure wish we had wealthy families who could donate for more library time, reading specialists, etc., but we do pretty well given our very limited resources.
—Submitted by a teacher


Posted June 28, 2010

Oh, it's not that bad! And this is coming from an antisocial nerd like myself. There's the right and wrong people to hang out with, and the wrong people don't want you to hang out with them if you don't want to. The academic programs are great, and a lot of the teachers do care. We have a leadership program, and it really helps kids get involved. For me, it was hard to get used to (I transferred from a real tight-knit christian private school), but it wasn't hard to find the right friends despite how shy I was, and my education is a lot better off because of it. (C'mon, if you keep talking about my school this way, I'll feel like my 4.0 means nothing here!)
—Submitted by a student


Posted May 26, 2010

Not the school to go to if your child is fluent in English but needs special education instruction. As with a lot of schools in California, they are overrun by ESL students and it makes it impossible for the teachers to do their jobs and actually teach academics. Kids that go to this school are disrespectful, destructive and the school creates the environment that allows them interfere with the education of students who need more supervision.
—Submitted by a parent


Posted March 21, 2010

This school Is unsafe has drug problems and a horrible enviroment for education
—Submitted by a student


Posted September 28, 2009

We are a very culterally diverse school with a multitude of talents which are celebrated through the gifts of our students.
—Submitted by a teacher


Posted September 27, 2009

Mount Diablo High School has a great team of dedicated educators and administrators who give their all to teach in a very challenging environment.
—Submitted by a parent


Posted September 18, 2009

I am so far okay what the school has to offer, my daughters enjoy the school and the teachers. They seem to be having a ball, they are involved the Culinary Academy that they have there so we will see as the school year progresses.
—Submitted by a parent


Posted September 9, 2009

I'm a student at Mt. Diablo High School and it's my freshman year here. Although it's my first year I can tell that all the teachers here are absolutely WONDERFUL. They really try to teach the kids what they need to know, and try to make it fun and interesting. There's talk about gangs and whatnot, but most of the kids usually keep to themselves from what I've seen. I just moved from another city and I had no friends here whatsoever, and although it was tough, I made some friends and focused on my classes and I really enjoy this school. A lot of the teachers let you keep your textbooks inside the classroom or keep them at home, so you don't have to lug everything around. The only thing I don't really like is that the lockers are mostly for the seniors and juniors. Other then that, it's great!
—Submitted by a student


Posted January 10, 2009

Mount is totally given a bad rap... I went there and hated every minute of it but what 14-18 yr. old doesn't hate High school? If you stick to yourself and know the right people to hang out with and actually study like your supposed to it's awesome, join an academy, Mount has lots of them. I joined IHTA (International Hospitality and Tourism Academy) when I was a Sophomore and couldn't have loved the teachers more especially Chef Kevin and Scott Ananos, they were the best teachers of all. At Mount you find alot of teachers who wouldn't choose to work anywhere else because they get to work with the great students Mount produces. If I had to do it all over again I wouldn't have changed a thing. Thank you Chef Kevin and Scott you made High School tolerable. - Aly Moore Class of 2005


Posted December 19, 2008

Mount Diablo High School is great school. There is a lot to do here. Mt. Diablo is a very diverse school and yes there's bad thingd that happen in this school but there more good things than bad. We have the International Hospitality and Tourism Academy which teachers many good skills useful for later on in life. we are also part of FHA-HERO which is a home economic related Association. we have Biotech Academy, Fame Academy, Digital Safari Academy and Construction and Engenering Academy. This are all great academies and we have many Clubs that anyone can be a part of Latino club, Black Student Union, Plant Ecology Club, Art club and many more. Mt. Diablo is a great school that your son/daughter can be a part of and will leave with a positive attitude and will have potential as a leader that you become here.
—Submitted by a student


Posted August 24, 2008

I'm a student at Mount Diablo High and I think it's an awesome school. Sure there's all this bad talk of gangs and violence and what not. Isn't there a little bit of that at every school? If you overlook all of that, you'll come to see that Mount is a great school with a very diversified student body. There's something for everyone here. Interested in music? Join the band! Want to become a doctor? Join the biotech academy! Love to dance? Join the dance class! By the way, I know the teachers for each of those classes, and they're awesome. I came to think of them more as friends instead of teachers. I'm going to be a sophomore and this is what I think of Mount so far. Thank you for your time.
—Submitted by a student


Posted March 13, 2008

Most people look at the school having a bad reputation with gangs, low test scores and having bad grades. In actuality, it's more of the fault of teachers and classroom size. Some teachers are completely unorganized and don't have a lesson plan prepared, so it makes it difficult for students to learn especially when teachers aren't put together. There is a shortage of teachers making classes large and difficult to hear lectures, see the board and receiving attention from the teacher. However, a way to get away from 'bad' teachers and disruptive students is to join one of the outstanding academies Mount Diablo High has to offer. I, myself is actually in the Digital Safari Academy. In academies, you receive a more intimate relationship with teacher who honestly do want their students to succeed.
—Submitted by a student


Posted January 30, 2008

We have some wonderful and dedicated students, teachers, staff and programs!
—Submitted by a teacher


Posted November 11, 2007

As a parent and PTSA Board member at Mt Diablo, I can state yes, it is up to the staff and teachers to instruct the students, but it is also up to the students to participate in their education and for parents to be involved. It is not enough to send your child to school, you need to make sure that they do their work and listen to the teachers. Some of the classes have control issues but not because of the teachers, but rather because of the lack of parents teaching their children respect. The principal does everything to make this a great school and your review of her falls WAY short. If you really want to see just what kind of principal she is, come to the campus or the PTSA meetings, she will blow you away with what she has accomplished!
—Submitted by a parent


Posted February 24, 2007

I attend school at Mount Diablo. Although our school, has one of the worst reputaions around, but also has some of the best programs around. Many people are not aware of our different academies. Our Digital Safari Academy aka DSA(involving technology and multi media), our International Hospitality and Tourism Acadamy aka IHTA (culinary learning), FAME, and also the Bio-Technology (working with the hospital, where you can have a six week internship with a professional of your choice). Our athletic program is working its way up. Teachers at our school are very supportive especially ones involved in an academy.
—Submitted by a student


Posted May 24, 2005

Very good all the way around.
—Submitted by a parent


Posted May 23, 2004

Mount has many problems but still it's a great school with many dedicated teachers. The teachers are always there when you need them and are willing to give you extra help if you need it. The administration has problems keeping control, but otherwise this school is very diverse with many different cultures. Sometimes there are fights for no apparent reason and it's one of the down falls of this school.
—Submitted by a student


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

About these ratings

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

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

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

This school's
API score

679

Change from
2012 to 2013

+10

API Statewide Rank
(2012)

2 / 10

API Similar Schools Rank (2012)

4 / 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 2013.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

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

This school's
API score

679

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

+10

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

2 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

4 / 10

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

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

177 students were tested at this school in 2013.

2013

 
 
16%

2012

 
 
8%

2011

 
 
14%

2010

 
 
5%
Algebra II

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

16 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
57%

2011

 
 
n/a

2010

 
 
39%
Biology/Life Sciences

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

302 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
31%

2011

 
 
25%

2010

 
 
48%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
0%

2010

 
 
12%
English Language Arts

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

282 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
39%

2011

 
 
35%

2010

 
 
34%
General Mathematics (Grades 6 & 7 Standards)

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

22 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
0%

2011

 
 
7%

2010

 
 
7%
Geometry

The state average for Geometry was 45% in 2013.

73 students were tested at this school in 2013.

2013

 
 
14%

2012

 
 
14%

2011

 
 
13%

2010

 
 
21%
Integrated/Coordinated Science I

The state average for Integrated/Coordinated Science I was 26% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

The state average for World History was 51% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
9%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

The state average for Algebra I was 13% in 2013.

43 students were tested at this school in 2013.

2013

 
 
7%

2012

 
 
6%

2011

 
 
12%

2010

 
 
11%
Algebra II

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

78 students were tested at this school in 2013.

2013

 
 
24%

2012

 
 
5%

2011

 
 
18%

2010

 
 
16%
Biology/Life Sciences

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

41 students were tested at this school in 2013.

2013

 
 
9%

2012

 
 
10%

2011

 
 
18%

2010

 
 
16%
Chemistry

The state average for Chemistry was 46% in 2013.

203 students were tested at this school in 2013.

2013

 
 
14%

2012

 
 
12%

2011

 
 
34%

2010

 
 
26%
Earth Science

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

57 students were tested at this school in 2013.

2013

 
 
14%

2012

 
 
22%

2011

 
 
n/a

2010

 
 
16%
English Language Arts

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

304 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
26%

2011

 
 
31%

2010

 
 
27%
Geometry

The state average for Geometry was 15% in 2013.

132 students were tested at this school in 2013.

2013

 
 
7%

2012

 
 
11%

2011

 
 
8%

2010

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

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

22 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
27%

2011

 
 
44%

2010

 
 
n/a
Science

The state average for Science was 54% in 2013.

307 students were tested at this school in 2013.

2013

 
 
37%

2012

 
 
31%

2011

 
 
35%

2010

 
 
32%
World History

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

318 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
29%

2011

 
 
33%

2010

 
 
25%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

23 students were tested at this school in 2013.

2013

 
 
9%

2012

 
 
14%

2011

 
 
31%

2010

 
 
25%
Algebra II

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

95 students were tested at this school in 2013.

2013

 
 
15%

2012

 
 
5%

2011

 
 
4%

2010

 
 
4%
Biology/Life Sciences

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

123 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
54%

2011

 
 
40%

2010

 
 
54%
Chemistry

The state average for Chemistry was 32% in 2013.

54 students were tested at this school in 2013.

2013

 
 
4%

2012

 
 
10%

2011

 
 
6%

2010

 
 
10%
Earth Science

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

18 students were tested at this school in 2013.

2013

 
 
28%

2012

 
 
25%

2011

 
 
n/a

2010

 
 
14%
English Language Arts

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

298 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
35%

2011

 
 
30%

2010

 
 
30%
Geometry

The state average for Geometry was 8% in 2013.

45 students were tested at this school in 2013.

2013

 
 
2%

2012

 
 
2%

2011

 
 
3%

2010

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

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

81 students were tested at this school in 2013.

2013

 
 
6%

2012

 
 
21%

2011

 
 
26%

2010

 
 
19%
Physics

The state average for Physics was 58% in 2013.

21 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
35%

2011

 
 
50%

2010

 
 
72%
U.S. History

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

316 students were tested at this school in 2013.

2013

 
 
37%

2012

 
 
41%

2011

 
 
30%

2010

 
 
40%
World History

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

19 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
6%

2011

 
 
27%

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

All Students16%
Females14%
Males18%
African American5%
Asiann/a
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)15%
Economically disadvantaged13%
Non-economically disadvantaged26%
Students with disabilityn/a
Students with no reported disability16%
English learner9%
Fluent-English proficient and English only19%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate9%
Parent education - high school graduate14%
Parent education - some college (includes AA degree)22%
Parent education - college graduaten/a
Parent education - graduate school/post graduate45%
Parent education - declined to state11%

Algebra II

All Students44%
Females42%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability44%
English learnern/a
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students33%
Females31%
Males34%
African American33%
Asian55%
Filipino71%
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islander18%
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)26%
Economically disadvantaged29%
Non-economically disadvantaged48%
Students with disability10%
Students with no reported disability36%
English learner1%
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduate30%
Parent education - high school graduate29%
Parent education - some college (includes AA degree)45%
Parent education - college graduate56%
Parent education - graduate school/post graduate44%
Parent education - declined to state22%

Earth Science

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

English Language Arts

All Students43%
Females45%
Males40%
African American29%
Asian55%
Filipino81%
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)52%
Economically disadvantaged39%
Non-economically disadvantaged61%
Students with disabilityn/a
Students with no reported disability42%
English learner9%
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduate35%
Parent education - high school graduate37%
Parent education - some college (includes AA degree)50%
Parent education - college graduate72%
Parent education - graduate school/post graduate59%
Parent education - declined to state42%

General Mathematics (Grades 6 & 7 Standards)

All Students0%
Femalesn/a
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disability0%
English learner0%
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students14%
Females7%
Males25%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino12%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged14%
Non-economically disadvantaged17%
Students with disabilityn/a
Students with no reported disability14%
English learnern/a
Fluent-English proficient and English only16%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate20%
Parent education - high school graduate16%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Integrated/Coordinated Science I

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

Physics

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

World History

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

About the tests


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

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

Source: California Department of Education

Algebra I

All Students7%
Females10%
Males4%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino8%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged8%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability5%
English learner0%
Fluent-English proficient and English only10%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students24%
Females32%
Males14%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino8%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)18%
Economically disadvantaged17%
Non-economically disadvantaged44%
Students with disabilityn/a
Students with no reported disability23%
English learnern/a
Fluent-English proficient and English only21%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate11%
Parent education - high school graduate14%
Parent education - some college (includes AA degree)41%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students9%
Females5%
Males15%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantaged23%
Students with disabilityn/a
Students with no reported disability13%
English learner0%
Fluent-English proficient and English only14%
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 state9%

Chemistry

All Students14%
Females13%
Males16%
African Americann/a
Asiann/a
Filipino25%
Hispanic or Latino7%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)20%
Economically disadvantaged11%
Non-economically disadvantaged28%
Students with disabilityn/a
Students with no reported disability15%
English learner0%
Fluent-English proficient and English only17%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate12%
Parent education - high school graduate9%
Parent education - some college (includes AA degree)33%
Parent education - college graduate17%
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

Earth Science

All Students14%
Females20%
Males11%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino10%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged13%
Non-economically disadvantagedn/a
Students with disability7%
Students with no reported disability16%
English learner13%
Fluent-English proficient and English only15%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate14%
Parent education - high school graduate14%
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 state0%

English Language Arts

All Students36%
Females38%
Males33%
African American32%
Asian56%
Filipino59%
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)43%
Economically disadvantaged30%
Non-economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability35%
English learner6%
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate31%
Parent education - high school graduate34%
Parent education - some college (includes AA degree)43%
Parent education - college graduate50%
Parent education - graduate school/post graduaten/a
Parent education - declined to state28%

Geometry

All Students7%
Females3%
Males11%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)4%
Economically disadvantaged4%
Non-economically disadvantaged16%
Students with disabilityn/a
Students with no reported disability7%
English learner8%
Fluent-English proficient and English only6%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate8%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)13%
Parent education - college graduate8%
Parent education - graduate school/post graduaten/a
Parent education - declined to state4%

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

All Students41%
Females42%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged50%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability41%
English learnern/a
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students37%
Females38%
Males36%
African American21%
Asian56%
Filipino64%
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)45%
Economically disadvantaged30%
Non-economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability37%
English learner5%
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate32%
Parent education - high school graduate30%
Parent education - some college (includes AA degree)56%
Parent education - college graduate47%
Parent education - graduate school/post graduaten/a
Parent education - declined to state27%

World History

All Students34%
Females33%
Males34%
African American27%
Asian63%
Filipino61%
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)42%
Economically disadvantaged28%
Non-economically disadvantaged59%
Students with disability9%
Students with no reported disability36%
English learner9%
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate29%
Parent education - high school graduate21%
Parent education - some college (includes AA degree)54%
Parent education - college graduate48%
Parent education - graduate school/post graduaten/a
Parent education - declined to state34%
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

All Students9%
Females9%
Males8%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino13%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability11%
English learner8%
Fluent-English proficient and English only9%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students15%
Females11%
Males19%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino10%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)14%
Economically disadvantaged13%
Non-economically disadvantaged21%
Students with disabilityn/a
Students with no reported disability15%
English learner13%
Fluent-English proficient and English only15%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate3%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)18%
Parent education - college graduate17%
Parent education - graduate school/post graduaten/a
Parent education - declined to state13%

Biology/Life Sciences

All Students43%
Females46%
Males40%
African Americann/a
Asiann/a
Filipino67%
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged39%
Non-economically disadvantaged61%
Students with disability7%
Students with no reported disability48%
English learner3%
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate36%
Parent education - high school graduate28%
Parent education - some college (includes AA degree)65%
Parent education - college graduate65%
Parent education - graduate school/post graduaten/a
Parent education - declined to state30%

Chemistry

All Students4%
Females4%
Males3%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged2%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability4%
English learner0%
Fluent-English proficient and English only6%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate5%
Parent education - some college (includes AA degree)8%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Students28%
Femalesn/a
Males36%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino15%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged27%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability25%
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students29%
Females32%
Males25%
African American19%
Asian25%
Filipino39%
Hispanic or Latino20%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged27%
Non-economically disadvantaged36%
Students with disability47%
Students with no reported disability28%
English learner1%
Fluent-English proficient and English only39%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate20%
Parent education - high school graduate26%
Parent education - some college (includes AA degree)37%
Parent education - college graduate35%
Parent education - graduate school/post graduate23%
Parent education - declined to state33%

Geometry

All Students2%
Females0%
Males4%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability0%
English learner0%
Fluent-English proficient and English only3%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate0%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students6%
Females9%
Males3%
African Americann/a
Asiann/a
Filipino7%
Hispanic or Latino5%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)8%
Economically disadvantaged7%
Non-economically disadvantaged5%
Students with disabilityn/a
Students with no reported disability6%
English learnern/a
Fluent-English proficient and English only7%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate6%
Parent education - some college (includes AA degree)5%
Parent education - college graduate14%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Physics

All Students57%
Femalesn/a
Males71%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged57%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability57%
English learnern/a
Fluent-English proficient and English only60%
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

U.S. History

All Students37%
Females34%
Males41%
African American24%
Asian44%
Filipino54%
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged34%
Non-economically disadvantaged48%
Students with disability17%
Students with no reported disability40%
English learner1%
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate26%
Parent education - high school graduate36%
Parent education - some college (includes AA degree)51%
Parent education - college graduate49%
Parent education - graduate school/post graduate38%
Parent education - declined to state33%

World History

All Students0%
Femalesn/a
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability0%
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

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

352 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
67%

2011

 
 
69%

2010

 
 
71%
Math

The state average for Math was 84% in 2013.

343 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
68%

2011

 
 
67%

2010

 
 
66%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

Source: California Department of Education

English Language Arts

All Students70%
Females70%
Males70%
Gender Unknownn/a
African American50%
Asian74%
Filipino95%
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)69%
Declined to staten/a
Economically disadvantaged69%
Non-economically disadvantaged77%
Economic Status Unknown60%
Students with disability37%
Tested with modificationsn/a
English learner29%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students71%
Females69%
Males73%
Gender Unknownn/a
African American46%
Asian79%
Filipino100%
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)79%
Declined to staten/a
Economically disadvantaged70%
Non-economically disadvantaged80%
Economic Status Unknown67%
Students with disability44%
Tested with modificationsn/a
English learner43%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

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

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
Hispanic 58% 51%
White 15% 27%
Asian 12% 11%
Black 12% 7%
Hawaiian Native/Pacific Islander 2% 1%
Two or more races 2% 3%
American Indian/Alaska Native 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 50%N/A54%
Source: NCES, 2010-2011

Teacher resources

Special staff resources available to students Art teacher(s)
Instructional aide(s)/coach(es)
Music teacher(s)
PE instructor(s)
Read more about programs at this school
Source: Provided by school community.

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Arts & music

Staff resources available to students
  • Art teacher(s)
  • Music teacher(s)
Music
  • Instrumental music lessons
  • Vocal lessons / coaching
Performing and written arts
  • Dance
  • Drama

Health & athletics

Staff resources available to students
  • Instructional aide(s)/coach(es)
  • PE instructor(s)
School facilities
  • Access to sports fields
  • Gym
Note: Data provided by community members,
needs to be verified by school leaders.

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

School basics

School Leader's name
  • Kate McClatchy
Fax number
  • (925) 687-9658

Resources

Staff resources available to students
  • Art teacher(s)
  • Instructional aide(s)/coach(es)
  • Music teacher(s)
  • PE instructor(s)
Transportation options
  • Buses/vans for students only
School facilities
  • Access to sports fields
  • Cafeteria
  • Gym
Note: Data provided by community members,
needs to be verified by school leaders.

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

Sports

Boys sports
  • Baseball
  • Basketball
  • Cross country
  • Football
  • Soccer
  • Volleyball
  • Wrestling
Girls sports
  • Basketball
  • Cheerleading
  • Cross country
  • Soccer
  • Volleyball

Arts & music

Music
  • Instrumental music lessons
  • Vocal lessons / coaching
Performing arts
  • Dance
  • Drama
Note: Data provided by community members,
needs to be verified by school leaders.

Upcoming Events

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2455 Grant Street
Concord, CA 94520
Phone: (925) 682-4030

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