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Teacher quality
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Parent involvement
Orange County's best kept secret. 1200 Students, rigorous academics and great facilities! The school is totally student oriented!
—Submitted by a parent
I loved the enviroment i was in. all the teachers and students. The programs and classes they offered were simply the best i have ever had.
—Submitted by a parent
Our 2 children attend Estancia High (one a recent grad) and we couldn't be happier with the school. Principal Mr. DiAgostino puts his heart and soul into his students. The cultural diversity adds to this school teaching the kids how to big one big family. The teachers are terrific, Ms. Broderick, DelosSantos, Dickey,Williams and many many others. My children both are in the AP/honors program and do as well as any AP student nationwide (maybe better!). Any student can participate in any sport or club and have an excellent high school experience. Give us a chance! GO EAGLES!
—Submitted by a parent
Estancia is such a great school. the classes, clubs, pretty much everything is the best! Our school spirit is amazing; also i liked how our teachers and counselors are involved in our school life. they are always there to talk and guide you through the right paths. even though its a small school, we're all a big family. i will miss Estancia..but im also glad that the class of 2009 is one of the biggest to graduate :) so if your thinking of sending your student here, do it! it'll give them an amazing and unforgettable experience.
—Submitted by a student
I went to this high school several years ago and i think its a great school. The student body and teacher involvement in school activities is great.
I think EHS is a great school. I attended many years ago and now many son attends. He is in AP classes and plays football, and will also play other sports. He likes all his teachers. I also love that EHS is all indoor ! Definately a plus ! I get really tired of hearing other school constantly putting EHS down, they really don't know.
—Submitted by a parent
I think that estancia high school is a great school if it werent indoor!!!
—Submitted by a parent
My son is a sophomore this year and plays football. His coaches and teachers are all great. They keep me informed with important matters concerning my son. If my son is not achieving his best that they know he can do, we work with each other like a big family. Great school.
—Submitted by a parent
I used to go here and i thought that it was honestly the best school. It was small in a good way that everyone knew everyone and there wasnt mush of a clique scene. Everyone can be in more than one group. I was, I was a dork and the one that most people knew by the time I was a senior. The teahcers are great, passionate and down to earth with their students, and the rest of the faculty make it their priority to make sure that the students do well while in their school.
—Submitted by a student
It's a great school with many teachers who encourage you to succeed. Mr. Sterling, the AVID teacher is one of them. Estancia is also very athletic and competitive in sports. It offers many extra-curricular activities and clubs.
—Submitted by a student
Estancia High School is a great school. The Principal is very passionate about his job and loves EHS. Any child who wants to can be very successful academically and in sports. The people their care about the students and the academic standards are their for those who wish to take them on.
—Submitted by a parent
Estancia has been a great school for my two children. They are very proud of their school and the principal is very very supportive. Good-successful kids = parent & teacher involvement. It takes work and effort. You need to put forth parental effort. Estancia has been a great school for us.
—Submitted by a parent
It is good if you are in the advanced classes at Estancia, although they are limited on amount of each AP class because of the small amount of students who take AP courses. Good parental involvement by a small percentage of parents.
—Submitted by a parent
I think this school gets beaten down all the time but in reality this is one of the best schools in Costa Mesa. It offers a variety of extra curricular classes that really help.
—Submitted by a former student
Estancia is a small school, student body wise and is all indoors. There is an advantage in that some sports teams are desperate for players so if you child is not the best he/she still is able to play
—Submitted by Christi, a parent
estancia is a pretty decent school, though severly lacking in stability at the academic level considering how often teachers change as well as the curriculum and whatever else the principal decides is necessary to throw in there. the ssr and ssw stuff was just unbelievable. ill forgive ssr because reading is fun though. too bad baseball isnt as good as it should be, but other than that, athletics are suprisingly tough for a school that draws 1200.
—Submitted by a student
I attend Estancia High and I think its one of the best schools in Costa Mersa. The teachers are great and all the students too, in Estancia every one knows every one and since its so small its much easier for the stundents to know whta is going on in their school. So overall I really think Estancia is the best school!
—Submitted by a student
We have been so pleased with Estancia. We considered tranfering out prior to attending - we would have missed a hidden jewel. Great teachers and administration have given our children excellent high school experiences. I can't say enough good about the school and now the sports programs have really taken off!
—Submitted by james, a parent
When we investigate Estancia we found that every parent (bar none) that we talked to - and had a child at Estanica - loved it. Only parents that didn't have children there were negative. We have since joined the love it catigory. Good teachers, administrators that care, good sports programs, and helpful teachers that care.
—Submitted by Lynne, a parent
This is a solid school, supporting multicultural backgrounds. While students are not allowed to wear white t-shirts, and are hugely restricted by parking space, the staff somewhat cares, and puts in a decent 6 out of 10 into the cirriculm.
—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.
137 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
125 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
205 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
313 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.
127 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
72 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.
98 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
50 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
101 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
52 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
56 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
223 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
65 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.
234 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
229 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.
25 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
72 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
53 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
56 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
91 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
289 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
46 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.
84 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
17 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
302 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% 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 | 28% |
| Females | 23% |
| Males | 32% |
| African American | n/a |
| Asian | n/a |
| 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) | 45% |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 33% |
| Students with disability | n/a |
| Students with no reported disability | 28% |
| English learner | 9% |
| Fluent-English proficient and English only | 34% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 16% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 13% |
| 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 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 | 72% |
| Females | 71% |
| Males | 75% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 87% |
| Students with disability | 14% |
| Students with no reported disability | 80% |
| English learner | 23% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 82% |
| Parent education - not a high school graduate | 70% |
| Parent education - high school graduate | 68% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 55% |
| All Students | 23% |
| Females | 14% |
| Males | 30% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 18% |
| 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) | 47% |
| Economically disadvantaged | 19% |
| Non-economically disadvantaged | 52% |
| Students with disability | 15% |
| Students with no reported disability | 24% |
| English learner | 9% |
| Fluent-English proficient and English only | 33% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 14% |
| Parent education - high school graduate | 34% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 19% |
| All Students | 50% |
| Females | 48% |
| Males | 52% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| 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) | 76% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 51% |
| English learner | 7% |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 85% |
| Parent education - not a high school graduate | 41% |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | 31% |
| All Students | 15% |
| Females | 12% |
| Males | 17% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 31% |
| Economically disadvantaged | 14% |
| Non-economically disadvantaged | 21% |
| Students with disability | 13% |
| Students with no reported disability | 15% |
| English learner | 7% |
| Fluent-English proficient and English only | 26% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 16% |
| Parent education - high school graduate | 8% |
| 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 | 13% |
| All Students | 61% |
| Females | 54% |
| Males | 71% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 61% |
| Students with disability | n/a |
| Students with no reported disability | 61% |
| English learner | n/a |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | 83% |
| Parent education - not a high school graduate | 58% |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 59% |
| 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 | 4% |
| Females | 5% |
| Males | 4% |
| 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) | 7% |
| Economically disadvantaged | 3% |
| Non-economically disadvantaged | 8% |
| Students with disability | n/a |
| Students with no reported disability | 4% |
| English learner | 2% |
| Fluent-English proficient and English only | 8% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 5% |
| Parent education - some college (includes AA degree) | 6% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 5% |
| All Students | 32% |
| Females | 29% |
| Males | 36% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 31% |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | 35% |
| Students with disability | n/a |
| Students with no reported disability | 33% |
| English learner | n/a |
| Fluent-English proficient and English only | 32% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 36% |
| 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 | 29% |
| Females | 26% |
| Males | 31% |
| 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 |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 45% |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 38% |
| Students with disability | 15% |
| Students with no reported disability | 31% |
| English learner | 10% |
| Fluent-English proficient and English only | 41% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | 26% |
| Parent education - some college (includes AA degree) | 42% |
| Parent education - college graduate | 38% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 13% |
| All Students | 35% |
| Females | 23% |
| Males | 59% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 28% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 45% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 38% |
| Students with disability | n/a |
| Students with no reported disability | 33% |
| English learner | n/a |
| Fluent-English proficient and English only | 35% |
| 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 | 23% |
| Females | 10% |
| Males | 37% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 21% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 19% |
| Non-economically disadvantaged | 38% |
| Students with disability | n/a |
| Students with no reported disability | 25% |
| English learner | 0% |
| Fluent-English proficient and English only | 37% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 24% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 42% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 45% |
| Females | 50% |
| Males | 41% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 46% |
| English learner | 6% |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 51% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 35% |
| All Students | 11% |
| Females | 10% |
| Males | 12% |
| 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 |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 13% |
| Economically disadvantaged | 10% |
| Non-economically disadvantaged | 12% |
| Students with disability | n/a |
| Students with no reported disability | 11% |
| English learner | 9% |
| Fluent-English proficient and English only | 11% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 24% |
| Parent education - high school graduate | n/a |
| 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 | 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 |
| 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 | 43% |
| Females | 46% |
| Males | 41% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 63% |
| Students with disability | 19% |
| Students with no reported disability | 45% |
| English learner | 12% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 34% |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 37% |
| All Students | 45% |
| Females | 37% |
| Males | 51% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 59% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 63% |
| Students with disability | 35% |
| Students with no reported disability | 45% |
| English learner | 18% |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 28% |
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 | 0% |
| Females | 0% |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 0% |
| 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 | 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 | n/a |
| All Students | 12% |
| Females | 13% |
| Males | 13% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 12% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 19% |
| Economically disadvantaged | 12% |
| Non-economically disadvantaged | 15% |
| Students with disability | n/a |
| Students with no reported disability | 13% |
| English learner | n/a |
| Fluent-English proficient and English only | 12% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 18% |
| Parent education - high school graduate | 13% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | 17% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 70% |
| Females | 73% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | 29% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 62% |
| 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 | 9% |
| Females | 8% |
| Males | 10% |
| 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) | 22% |
| Economically disadvantaged | 3% |
| Non-economically disadvantaged | 21% |
| Students with disability | n/a |
| Students with no reported disability | 9% |
| English learner | n/a |
| Fluent-English proficient and English only | 10% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 4% |
| 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 | 49% |
| Females | 33% |
| Males | 62% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 49% |
| English learner | 21% |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 41% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 42% |
| Females | 40% |
| Males | 42% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 42% |
| English learner | 3% |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | 32% |
| All Students | 4% |
| Females | 8% |
| Males | 0% |
| 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 | 5% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 5% |
| English learner | 9% |
| Fluent-English proficient and English only | 0% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 5% |
| 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 | 37% |
| Females | 28% |
| Males | 45% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 23% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 44% |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 51% |
| Students with disability | n/a |
| Students with no reported disability | 37% |
| English learner | n/a |
| Fluent-English proficient and English only | 40% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 15% |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | n/a |
| Males | 85% |
| 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 | 76% |
| English learner | n/a |
| Fluent-English proficient and English only | 76% |
| 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 | 49% |
| Females | 38% |
| Males | 58% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 71% |
| Students with disability | 19% |
| Students with no reported disability | 51% |
| English learner | 12% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 40% |
| Parent education - high school graduate | 49% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 36% |
| 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 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 - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
246 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
243 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 | 73% |
| Females | 82% |
| Males | 65% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Declined to state | n/a |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 94% |
| Economic Status Unknown | n/a |
| Students with disability | 36% |
| Tested with modifications | n/a |
| English learner | 40% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 79% |
| Females | 83% |
| Males | 75% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Declined to state | n/a |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 90% |
| Economic Status Unknown | n/a |
| Students with disability | 33% |
| Tested with modifications | n/a |
| English learner | 53% |
| 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
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 | 70% | 51% | ||
| White | 24% | 27% | ||
| Asian | 3% | 11% | ||
| Black | 2% | 7% | ||
| Hawaiian Native/Pacific Islander | 1% | 1% | ||
| American Indian/Alaska Native | 0% | 1% | ||
| Two or more races | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 65% | N/A | 54% |
| English language learners 2 | 33% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 98% | 85% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Vietnamese | 1% | 2% | ||
| Arabic | 0% | 1% | ||
| Armenian | 0% | 1% | ||
| Korean | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 2% | N/A | 2% |
| Specialized programs for specific types of special education students |
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| Performing and written arts |
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| Foreign languages taught |
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| School start time |
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| Fax number |
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| Specialized programs for specific types of special education students |
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| Extra learning resources offered |
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Tips for understanding school culture
| Dress Code |
|
TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.
2323 Placentia Avenue
Costa Mesa,
CA 92627
Website: Click here
Phone: (949) 515-6500
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