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Teacher quality
Principal leadership
Parent involvement
YVHS is a wonderfule school that meets the students where they are and challenges them to improve themselves and prepare for the future. It is a wonderfully diverse campus that can meets the needs of AP students, English learners, and everyone in between. The Health Science and Education Academies are great programs and the addition of career tech classes ensure success of the students. The academics are rigorous as evidenced by four Gate Scholarships in the past four years.
—Submitted by a parent
I absolutely love this school. I just graduated from yv and even though it has some bad kids, its a fantastic school. Every school out there has bad kids. Most of the trouble is caused by freshman and sophomores. But yv has many great people, fantastic teachers, a caring staff, and so many clubs and sports to choose from. Any negative stuff you hear, like there is a fight every day, is just from half empty types of people. Yv is a great school and i'm proud to say that i'll always be a warrior!
—Submitted by a student
i love this school. who ever said the teachers are out of control is wrong. you must be a freshman or sophmore. but this school is not bad at all. the teachers are great! and the only students that mess up the school this year are ; freshman and sophmores who think they are all that. sorry but its true.
—Submitted by a student
YGHS has many great teachers that make my daughter want to go everyday.
—Submitted by a parent
the sschool is so poor and kids are nice but the teachers and kids are really out of control
—Submitted by a student
Let me tell you the truth about Ygnacio Valley High School. I've been a student for 3 years, and I must say YV is truly an incredible school. I get scorned by people from other schools when I tell them that I go to YV, and I think it's humorous that people can judge a school's potential by listening to rumors. Yes, the majority of the school (racial diversity aside) isn't up to par with state standards, but that has nothing with the school's educational aptitude. Spectators observe YV and only notice the negatives. What's overlooked are our true diamonds in the rough: our top scholars, our excellent honors/AP programs, our diverse selection of courses, and our hardworking teachers who strive to students succeed. Do you really think Ygnacio Valley High is an easy school? Try taking our Honors Chemistry class, or our AP US History, then come talk to us.
—Submitted by a student
I was a student at this school and currently have a sister who is attending as a Junior. To give YV credit, they have a bunch of students on hand who have terrible economic problems at home. However, this doesn't excuse them for their lack of higher academics. I do not recommend this place for anyone who is trying to pursue higher academics. Not only have they discouraged my sister from skipping grades and getting ahead, their AP test coaching is terrible. If you want diversity, go travel.
—Submitted by a student
This school has great enthusiastic teachers and sports teams with various events .My son is growing with positive feedbacks from this school.
—Submitted by a parent
I think YV is an awesome school. It is very diverse in people & ideas which is more than most schools in the area can say. I agree, academic resources aren't the best, but YV's diverse student body gives insight to life outside sheltered suburbs, which is important for those pursuing college far from home. Also, in my day (class '05, not that long ago) I found YV students less cliquey and more willing to work/interact with others that had different tastes in music, social class, etc. I'm proud to say I graduated from YV... I know it's not the best school, but it certainly is not the worst. If anything, I recommend this school for parents who want to offer their children not only education, but depth to their high school years.
—Submitted by a student
YV is a diversified school many different cultures attend this school and for the most they are working hard to create a positive learning environment. Improvements in school spirit is needed for all sports, drama etc... Students need to communicate with the staff and staff needs to listen as is true for the opposite. I believe there is alway room for improvement and always room for praise. Keep up the good work and focus on a goal of improvements.
—Submitted by a parent
I'm going to be a junior at YV next year, I am so tired of hearing that Ygnacio Vally High is a 'bad' school. I love YV and as long as you know the difference from right and wrong you'll be fine. I love YV not only because the teachers are great, but I love sports, I know YV isn't the first place you think of when you think of great sports, but I made varsity basketball as a freshmen, and I grew as a player a lot. YV is making me grow, and allowing me to experience the real world, and I am learning a lot about other cultures. In my eyes YV is a great school.
—Submitted by S N, a student
Ygnacio Valley High School has many excellent and dedicated teachers and some that are not so dedicated. The pricipal and administrative staff are hard-wroking and dedicated and the parents who volunteer and fantastic. My son is getting a good education at YVHS in part because his parents volunteer, and attend school meetings, and meet his instructors, and hold everyone including my son, his instructors, the administration, and ourselves, accountable. I am very happy with YVHS. It is a California public school and suffers the same funding problems of all California public schools. The majority of voters in California consider funding of public schools a very low priority and the qualtiy of all the public schools reflect that reality. Parents with children in California public schools must get involved and make their children's education a top priority, or they should spend $1,000+ a month on a good private school.
—Submitted by a parent
My son is going to be a Junior in 2006/2007 and has absolutely loved YV. He achieves high grades in very difficult AP and Honors classes and also is very active in the school. I am also involved in volunteering with certain programs at the school and know that there are alot of positive things going on at Ygnacio. I am proud of the ethnic diversity that this school has to offer...it gives him a very good understanding of the current ethnic makeup of California today. We've been lucky to participate in sports that have had great and consistent coaching...but I do see that isn't the case with every sport. Overall, I think YV has been great for him. I have another child entering this year and am excited for the years to come.
—Submitted by a parent
I used to attend this high school & it was great! The teachers were really helpful and were always willing to stay over time for students. There were a lot of activities going on in this school such as sports, music, arts, and leadership!
—Submitted by a parent
I have a junior attending this school. I have been very disappointed in the school. The gang activity and lack of support in the teachers and coaching staff at this school are unacceptable. I would not send another child to this school.
—Submitted by a parent
My son is now a junior in YVHS and I will be removing him and placing him in a continuation school - I only hope it isn't too late for him; he is very discouraged, and I wouldn't be surprised if he dropped out of school altogether. I have been very disappointed in the ability of the teaching or administrative staff to assist him in any way.
—Submitted by a parent
Our daughter is a freshmen and YV and is in all honors classes. She has maintained her 4.0 because she is a hard worker. The teachers have not shown interest in our daughters academic success. We are very dissapointed in the staff's lack of interest in the students. The extracurricular sports programs are terrible. My daughter has been on the volleyball and basketball teams. There is NO parent or staff participation or support for these programs. We had to pay for a bus for BB away games and still have not had one. The athletic director, coaches and administrative staff are not supportive in any way to the parents concerns or quest for answers. Overall, we are VERY DISAPPOINTED in Ygnacio Valley High and are aggressively searching for alternatives.
—Submitted by a parent
I am a parent of a Senior, class of 2006. I also am very involoved with the school and volunteer. We are very happy at YV and my son has done well. I truly believe it is up to the student to acheive and parents to support them. As a parent it is up to us to support the school, teachers and our children. Get involved! Great progress has been made at YV and it continues. The administration and teachers work hard and it is showing. I look forward to my next child starting at YV in 2007!
—Submitted by a parent
This is a very good school and the teachers are wonderful! My child is a 5.0 student and she loves the diversity.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 25% in 2012.
178 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
15 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
111 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
191 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
300 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
23 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
90 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
121 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
62 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
164 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
70 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
37 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
294 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
101 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
295 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
289 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 10% in 2012.
57 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
83 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
87 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
69 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
26 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
281 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
60 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
49 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
11 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
280 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
17 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 17% |
| Females | 15% |
| Males | 17% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 23% |
| Economically disadvantaged | 15% |
| Non-economically disadvantaged | 20% |
| Students with disability | n/a |
| Students with no reported disability | 16% |
| English learner | 4% |
| Fluent-English proficient and English only | 24% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 14% |
| Parent education - high school graduate | 16% |
| Parent education - some college (includes AA degree) | 13% |
| Parent education - college graduate | 33% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 13% |
| All Students | 33% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 33% |
| English learner | n/a |
| Fluent-English proficient and English only | 33% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 44% |
| Females | 47% |
| Males | 42% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 57% |
| Students with disability | n/a |
| Students with no reported disability | 44% |
| English learner | 6% |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 30% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | 64% |
| Parent education - declined to state | 40% |
| All Students | 20% |
| Females | 15% |
| Males | 25% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 16% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 31% |
| Economically disadvantaged | 15% |
| Non-economically disadvantaged | 39% |
| Students with disability | 11% |
| Students with no reported disability | 21% |
| English learner | 3% |
| Fluent-English proficient and English only | 32% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 11% |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | 23% |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 8% |
| All Students | 38% |
| Females | 39% |
| Males | 36% |
| African American | n/a |
| Asian | 43% |
| Filipino | 62% |
| Hispanic or Latino | 28% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 66% |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | 57% |
| Students with disability | 29% |
| Students with no reported disability | 38% |
| English learner | 4% |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | 21% |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 66% |
| Parent education - graduate school/post graduate | 58% |
| Parent education - declined to state | 24% |
| All Students | 4% |
| Females | n/a |
| Males | 8% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 5% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 6% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 7% |
| English learner | 0% |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 24% |
| Females | 31% |
| Males | 20% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 15% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 56% |
| Economically disadvantaged | 17% |
| Non-economically disadvantaged | 42% |
| Students with disability | n/a |
| Students with no reported disability | 25% |
| English learner | 6% |
| Fluent-English proficient and English only | 28% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 11% |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 27% |
| Parent education - college graduate | 29% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 6% |
| Females | 5% |
| Males | 6% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 4% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 4% |
| Non-economically disadvantaged | 21% |
| Students with disability | 0% |
| Students with no reported disability | 7% |
| English learner | 2% |
| Fluent-English proficient and English only | 9% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 3% |
| Parent education - high school graduate | 4% |
| Parent education - some college (includes AA degree) | 7% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 8% |
| All Students | 34% |
| Females | 36% |
| Males | 31% |
| African American | n/a |
| Asian | 64% |
| Filipino | n/a |
| Hispanic or Latino | 7% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 44% |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | 52% |
| Students with disability | n/a |
| Students with no reported disability | 34% |
| English learner | 0% |
| Fluent-English proficient and English only | 41% |
| Migrant education | n/a |
| Gifted and talented | 57% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 47% |
| Parent education - graduate school/post graduate | 58% |
| Parent education - declined to state | 23% |
| All Students | 15% |
| Females | 14% |
| Males | 18% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 9% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 29% |
| Economically disadvantaged | 12% |
| Non-economically disadvantaged | 31% |
| Students with disability | 6% |
| Students with no reported disability | 17% |
| English learner | 0% |
| Fluent-English proficient and English only | 22% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 5% |
| Parent education - high school graduate | 13% |
| Parent education - some college (includes AA degree) | 22% |
| Parent education - college graduate | 29% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 22% |
| All Students | 29% |
| Females | 26% |
| Males | 33% |
| African American | n/a |
| Asian | 17% |
| Filipino | n/a |
| Hispanic or Latino | 16% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 50% |
| Economically disadvantaged | 15% |
| Non-economically disadvantaged | 50% |
| Students with disability | n/a |
| Students with no reported disability | 29% |
| English learner | n/a |
| Fluent-English proficient and English only | 33% |
| Migrant education | n/a |
| Gifted and talented | 69% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 13% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 43% |
| Parent education - graduate school/post graduate | 67% |
| Parent education - declined to state | 17% |
| All Students | 16% |
| Females | 17% |
| Males | 16% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 13% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 18% |
| English learner | 8% |
| Fluent-English proficient and English only | 36% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 25% |
| All Students | 30% |
| Females | 34% |
| Males | 24% |
| African American | 46% |
| Asian | 50% |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | 55% |
| Students with disability | 13% |
| Students with no reported disability | 31% |
| English learner | 0% |
| Fluent-English proficient and English only | 43% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | 14% |
| Parent education - high school graduate | 24% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 42% |
| Parent education - graduate school/post graduate | 48% |
| Parent education - declined to state | 31% |
| All Students | 3% |
| Females | 0% |
| Males | 7% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 3% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 5% |
| Economically disadvantaged | 4% |
| Non-economically disadvantaged | 0% |
| Students with disability | n/a |
| Students with no reported disability | 3% |
| English learner | 0% |
| Fluent-English proficient and English only | 4% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 5% |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 9% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 32% |
| Females | 33% |
| Males | 31% |
| African American | 62% |
| Asian | 75% |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 62% |
| Students with disability | 7% |
| Students with no reported disability | 35% |
| English learner | 3% |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 19% |
| Parent education - high school graduate | 20% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 48% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | 31% |
| All Students | 32% |
| Females | 28% |
| Males | 36% |
| African American | 46% |
| Asian | 69% |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 43% |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 52% |
| Students with disability | 10% |
| Students with no reported disability | 35% |
| English learner | 5% |
| Fluent-English proficient and English only | 45% |
| Migrant education | n/a |
| Gifted and talented | 76% |
| Parent education - not a high school graduate | 23% |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 21% |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | 65% |
| Parent education - declined to state | 34% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 4% |
| Females | 3% |
| Males | 4% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 2% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 2% |
| Non-economically disadvantaged | 9% |
| Students with disability | 0% |
| Students with no reported disability | 4% |
| English learner | 3% |
| Fluent-English proficient and English only | 4% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 3% |
| All Students | 11% |
| Females | 10% |
| Males | 12% |
| African American | n/a |
| Asian | n/a |
| Filipino | 0% |
| Hispanic or Latino | 5% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 32% |
| Economically disadvantaged | 12% |
| Non-economically disadvantaged | 9% |
| Students with disability | n/a |
| Students with no reported disability | 11% |
| English learner | n/a |
| Fluent-English proficient and English only | 11% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 9% |
| Parent education - some college (includes AA degree) | 18% |
| Parent education - college graduate | 21% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 7% |
| All Students | 42% |
| Females | 38% |
| Males | 49% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 26% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 66% |
| Students with disability | n/a |
| Students with no reported disability | 43% |
| English learner | 0% |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | 83% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 31% |
| All Students | 1% |
| Females | 2% |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 7% |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | 4% |
| Students with disability | n/a |
| Students with no reported disability | 1% |
| English learner | n/a |
| Fluent-English proficient and English only | 2% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 3% |
| All Students | 8% |
| Females | 13% |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 5% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 8% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 9% |
| English learner | 0% |
| Fluent-English proficient and English only | 18% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 14% |
| All Students | 32% |
| Females | 34% |
| Males | 30% |
| African American | 39% |
| Asian | 48% |
| Filipino | 44% |
| Hispanic or Latino | 19% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 54% |
| Economically disadvantaged | 19% |
| Non-economically disadvantaged | 55% |
| Students with disability | 11% |
| Students with no reported disability | 34% |
| English learner | 2% |
| Fluent-English proficient and English only | 41% |
| Migrant education | n/a |
| Gifted and talented | 75% |
| Parent education - not a high school graduate | 18% |
| Parent education - high school graduate | 16% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 54% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | 22% |
| All Students | 0% |
| Females | 0% |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | 0% |
| Students with disability | n/a |
| Students with no reported disability | 0% |
| English learner | 0% |
| Fluent-English proficient and English only | 0% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 0% |
| All Students | 53% |
| Females | 40% |
| Males | 74% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | n/a |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | 71% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 55% |
| Parent education - declined to state | n/a |
| All Students | 63% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | n/a |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 36% |
| Females | 34% |
| Males | 39% |
| African American | 33% |
| Asian | 43% |
| Filipino | 56% |
| Hispanic or Latino | 26% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | 57% |
| Students with disability | 5% |
| Students with no reported disability | 38% |
| English learner | 7% |
| Fluent-English proficient and English only | 44% |
| Migrant education | n/a |
| Gifted and talented | 71% |
| Parent education - not a high school graduate | 26% |
| Parent education - high school graduate | 21% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 52% |
| Parent education - graduate school/post graduate | 67% |
| Parent education - declined to state | 30% |
| All Students | 12% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 7% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 13% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 13% |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | 8% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
309 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
310 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 72% |
| Females | 80% |
| Males | 63% |
| African American | 86% |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Declined to state | n/a |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 88% |
| Economic Status Unknown | 82% |
| Students with disability | 30% |
| Tested with modifications | n/a |
| English learner | 38% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 71% |
| Females | 70% |
| Males | 72% |
| African American | 85% |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Declined to state | n/a |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 87% |
| Economic Status Unknown | 86% |
| Students with disability | 27% |
| Tested with modifications | n/a |
| English learner | 46% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 54% | 49% | ||
| White | 26% | 28% | ||
| Asian | 7% | 8% | ||
| African American | 6% | 7% | ||
| Filipino | 4% | 3% | ||
| Pacific Islander | 2% | 1% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Multiple or No Response | 1% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 26% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 54% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 87% | 85% | ||
| Farsi (Persian) | 2% | 0% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Arabic | 1% | 1% | ||
| Gujarati | 1% | 0% | ||
| Korean | 1% | 1% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Tongan | 1% | 0% | ||
| Urdu | 1% | 0% | ||
| Vietnamese | 1% | 2% | ||
| All other non-English languages | 0% | 1% | ||
| Cantonese | 0% | 2% | ||
| French | 0% | 0% | ||
| Hindi | 0% | 0% | ||
| Pashto | 0% | 0% | ||
| Portuguese | 0% | 0% | ||
| Punjabi | 0% | 1% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 8 | N/A | 11 |
| Average years teaching | 10 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 92% | N/A | 96% |
| Emergency credential or waiver | 1% | N/A | 2% |
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