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Teacher quality
Principal leadership
Parent involvement
This high school is among the best in the state.All my children have gone here and I have found that they care about the kids and the teachers do the best with what tools they are given.Believe me with all the cut backs that have happened they do a great job!!!For all you parents out there if you really want your kids to accellerate academically then get involved with them.When you stat involved with your kids it shows them you care and they are a better person for it.Before my daughter stsrted in this district she was at least a D - C student and by the time she got into high school she brought her grades up to C+ - B.In her 2nd year at Charter Oak high she was on the honor roll until she graduated.Now she is an LVN and about to become an RN!! So I give a huge thumbs up to Charter Oak high and all the teachers!!!!Rember parents you need to get involved and stay involved with your kids if you want them to succeed.
—Submitted by a parent
Not a very good school if you are looking for academics. The administration is so so and the teachers are O.K. If you are looking for good schools now I would suggest Glendora H.S. or San Dimas High School. Damian is an excellent high school but it is a private school so you have to pay to go.
—Submitted by a student
I'm about to graduate UC Irvine, and I have to thank COHS for preparing me for college, particularly the IB Program. The school does have its flaws. I felt that the CP classes didn't do much to help students, and not the teachers were great. Also moticed when i went there that the administration sometimes prioritized IB kids over non-IB kids. However, i believe that students and parents can demand change if they feel they need it. Overall it's a great school that offers much opportunity for student growth and if parents feel unhappy with their child's education, they should take it upon themselves to demand change at the district level.
—Submitted by a student
I am a former charter oak student who transfered out for living issues. I liked the school and wanna go back sophmore year
—Submitted by a student
Charter Oak High School is an excellent academic school. As a military brat I had been to a few to be able to compare. It was the school that had the most dedicated teachers I had seen.
—Submitted by a student
My student is currently attending Charter Oak High School as a Junior. I feel she has received good advice and assistance from her counselor and only one other teacher this year which is a IB teacher. This IB teacher is rigorous in her home work assignments but at the same time praises all the students equally!
—Submitted by Nohemi Kennedy, a parent
Isn't your student's success based on what they put into it and how much you are on top of them? I think Charter Oak has gone beyond my expectations of a public high school, considering my child was in private school all her life. I find her teachers to be extremely nurturing, and if there are any issues, I am free to communicate with the teachers via email or telephone. They are very responsive.
—Submitted by a parent
I went to CO in 2008 The campus population is polarized by race. It's no surprise the yearbook came out the way it did. Academics are no different than any other school although the offerings are very thin. Technology is almost non-existent. The staff doesn't seem to have a clue, they need to hire someone with the education and knowledge to push this school into the 21st century. The kids have more technology on them than the classrooms. I would rate COHS a C-
—Submitted by a student
This school is pretty much like any other High School. Students get the education they deserve and have the opportunity to take advanced classes if they have the ability. It is the ones who have academic issues that seem to have a problem with any school. High School is what you make of it. As a former student, I had a good time and feel that I was given a good education. I have only 1 regret, not winning CIF in Football. Big deal !!!
—Submitted by a parent
This school has turned out to be a joke. Poor class offerings and morale. Teacher's should care more about the students than their paychecks. They always point to the few students that would have made it in any District, the Parents of these students should get most of the credit.
—Submitted by a parent
Im currently in my senior year at this school and I think that I had some of the best times here and Im really gonna miss going here
—Submitted by a student
I went to CO for all four years of high school and graduated with an IB-diploma. People complaining about academic rigor have obviously not taken any of these courses, some of which are 2-year classes put into a single year. IB not only prepared me well for the University setting but gave me a full year of credit saving me thousands. Additionally the counselors are very helpful and helped me get a full ride to my university. As for sports I swam and had a great time, nothing bad to say about it. Most teachers I had were excellent but one of them, who happened to have recently gotten in trouble over the yearbook, was too political in the class room. It was English, but she continually pushed her own views on religion/politics and graded based on favoritism. I earned a 6 on the IB exam, she gave me a B.
—Submitted by a student
i just got transferred out of charter oak and thought i should make a review of there school. first of all there academics are okay but they teach there students like if there idiots. i had left azusas district with great grades but still had to repeat the same science and algebra 1 in my freshmen year.the kids are nice bt they are always to themselves and kinda snobby. the teachers cant even teach. im happy im transferring but kinda nervous.all in all i think u shouldnt have any problems in this school kid wise just academic wise.
—Submitted by a student
i like this school. some teachers are alright but mainly the students. i LOVE the athletic sports. they really whip my school into shape.
—Submitted by a student
This school is okay - it's a typical American high school - too much focus on social events, and not enough academic rigor. This school like many others are struggling with students and parents that are really not interested in participating in the education process. There certainly are teachers that should retire because they are no longer excited about teaching - and I'm sure its due to a multitude of issues ...politics, parents, and the lack of student involvment. Teachers deserve better pay, however I'm a believer in pay for performance, therefore if teachers cannot engage the students - they should not be compensated for status quo and/or poor performance. For those teachers that inspire students to preform academically and in practical applicaiton which is to apply basic learned principals those teacher deserve not only the merit increase but annualized bonuses. Academic Acheivement + Pratical Application = Increase Salary.
—Submitted by a parent
This is a very hostile environment to teach in. The former administrators (which now are leading at the district level) are incompetent leaders. They don't know how to budget, they nurture negative attitudes, and reprimand teachers for requiring basic skills in assignments (ie. writing in complete sentences). As a parent mentioned earlier, they don't even budget for photo copies. There is a high turn over rate of teachers for a reason. As a parent, and a teacher, I would not send my child here.
—Submitted by a teacher
I absolutely love Charter Oak. It doesn't only offer one thing like sports or academics, but also includes personality and school spirit something that will never die here.
—Submitted by a student
My daughter attended 2007 school year and I didn't feel that the teachers, nor the counselers help encourage any of the students to excel. I think that Charter Oak School District WAS once a great district and now no longer.
—Submitted by a parent
I go to Charter Oak High School, and even though it does not have the greatest education opportunities, it does offer the International Baccalaureate program, and those that choose to participate in it get a top notch education. Also, Charter Oak offers great extracurricular activities with its award winning drama program, choir program, and band.
—Submitted by a student
My son just graduated on 6/14/07. He attended all four years at Charter Oak, and not once did he have to write a research paper. He wrote a minimal amount of essays, as well. So how is he prepared for college?
—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.
264 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
132 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
120 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
439 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.
18 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
42 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
336 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
74 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 13% in 2012.
45 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
414 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
449 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
298 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.
25 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
452 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
392 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.
13 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
196 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
37 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
168 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
433 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
21 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.
128 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
27 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
456 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 | 24% |
| Females | 19% |
| Males | 27% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 24% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 23% |
| Economically disadvantaged | 22% |
| Non-economically disadvantaged | 24% |
| Students with disability | n/a |
| Students with no reported disability | 24% |
| English learner | n/a |
| Fluent-English proficient and English only | 24% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 20% |
| Parent education - high school graduate | 19% |
| Parent education - some college (includes AA degree) | 27% |
| Parent education - college graduate | 29% |
| Parent education - graduate school/post graduate | 17% |
| Parent education - declined to state | 21% |
| All Students | 51% |
| Females | 57% |
| Males | 47% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| White (not Hispanic) | 50% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 52% |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | n/a |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | 60% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 42% |
| Parent education - graduate school/post graduate | 59% |
| Parent education - declined to state | 82% |
| All Students | 91% |
| Females | 83% |
| Males | 98% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 91% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 93% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 100% |
| Parent education - some college (includes AA degree) | 90% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | 92% |
| 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 |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other 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 |
| All Students | 59% |
| Females | 60% |
| Males | 58% |
| African American | 58% |
| Asian | 73% |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| 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) | 60% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 65% |
| Students with disability | 27% |
| Students with no reported disability | 60% |
| English learner | n/a |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 46% |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | 67% |
| Parent education - declined to state | 58% |
| All Students | 0% |
| Females | n/a |
| 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 | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | 0% |
| Students with no reported disability | n/a |
| English learner | n/a |
| 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 | 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 | 91% |
| Females | 88% |
| Males | 94% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 90% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 92% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 26% |
| Females | 19% |
| Males | 31% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 24% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 29% |
| Economically disadvantaged | 22% |
| Non-economically disadvantaged | 29% |
| Students with disability | 0% |
| Students with no reported disability | 28% |
| English learner | 0% |
| Fluent-English proficient and English only | 27% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 15% |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | 26% |
| Parent education - college graduate | 27% |
| Parent education - graduate school/post graduate | 29% |
| Parent education - declined to state | 22% |
| All Students | 93% |
| Females | 91% |
| Males | 94% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 89% |
| Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 95% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 86% |
| 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 | 7% |
| Females | 9% |
| Males | 5% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 10% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | 17% |
| Students with disability | n/a |
| Students with no reported disability | 8% |
| English learner | n/a |
| Fluent-English proficient and English only | 8% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 13% |
| Parent education - some college (includes AA degree) | 8% |
| 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 |
| 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 | 42% |
| Females | 41% |
| Males | 43% |
| African American | 24% |
| Asian | 55% |
| 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) | 49% |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | 50% |
| Students with disability | 2% |
| Students with no reported disability | 47% |
| English learner | 17% |
| Fluent-English proficient and English only | 43% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 15% |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 54% |
| Parent education - graduate school/post graduate | 76% |
| Parent education - declined to state | 45% |
| 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 |
| Other 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 |
| 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 |
| 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 | 50% |
| Females | 55% |
| Males | 45% |
| African American | 27% |
| Asian | 75% |
| Filipino | 45% |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 56% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 58% |
| Students with disability | 0% |
| Students with no reported disability | 51% |
| English learner | n/a |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 66% |
| Parent education - declined to state | 53% |
| All Students | 37% |
| Females | 38% |
| Males | 36% |
| African American | 18% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 47% |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | 40% |
| Students with disability | n/a |
| Students with no reported disability | 38% |
| English learner | n/a |
| Fluent-English proficient and English only | 37% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 15% |
| Parent education - high school graduate | 20% |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | 60% |
| Parent education - declined to state | 47% |
| All Students | 72% |
| Females | 67% |
| Males | 77% |
| 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 | 75% |
| Students with no reported disability | 72% |
| English learner | n/a |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 87% |
| 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 | 77% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 51% |
| Females | 49% |
| Males | 52% |
| African American | 31% |
| Asian | 56% |
| Filipino | 55% |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 61% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 58% |
| Students with disability | 20% |
| Students with no reported disability | 52% |
| English learner | n/a |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 21% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 66% |
| Parent education - declined to state | 43% |
| All Students | 36% |
| Females | 30% |
| Males | 40% |
| African American | 15% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| 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 | 29% |
| Non-economically disadvantaged | 40% |
| Students with disability | 12% |
| Students with no reported disability | 39% |
| English learner | 7% |
| Fluent-English proficient and English only | 37% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 14% |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 37% |
| Parent education - college graduate | 42% |
| Parent education - graduate school/post graduate | 50% |
| Parent education - declined to state | 45% |
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 | 30% |
| 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 | 25% |
| 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 | 18% |
| Males | 28% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 17% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 29% |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | 21% |
| Students with disability | n/a |
| Students with no reported disability | 23% |
| English learner | n/a |
| Fluent-English proficient and English only | 23% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 18% |
| Parent education - some college (includes AA degree) | 22% |
| Parent education - college graduate | 28% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 35% |
| All Students | 100% |
| Females | 100% |
| Males | 100% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 100% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 100% |
| Non-economically disadvantaged | 100% |
| Students with disability | n/a |
| Students with no reported disability | 100% |
| English learner | n/a |
| Fluent-English proficient and English only | 100% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 100% |
| 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 | 18% |
| Males | 32% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 19% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 32% |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | 23% |
| Students with disability | n/a |
| Students with no reported disability | 24% |
| English learner | n/a |
| Fluent-English proficient and English only | 24% |
| Migrant education | n/a |
| Gifted and talented | 53% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 16% |
| Parent education - some college (includes AA degree) | 26% |
| Parent education - college graduate | 27% |
| Parent education - graduate school/post graduate | 18% |
| Parent education - declined to state | 27% |
| 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 | 50% |
| Females | 53% |
| Males | 47% |
| African American | 38% |
| Asian | 65% |
| Filipino | 58% |
| Hispanic or Latino | 47% |
| 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 | 49% |
| Non-economically disadvantaged | 51% |
| Students with disability | 38% |
| Students with no reported disability | 50% |
| English learner | n/a |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 53% |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 49% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | 61% |
| Parent education - declined to state | 54% |
| All Students | 19% |
| Females | n/a |
| Males | 25% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 18% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 17% |
| Students with disability | n/a |
| Students with no reported disability | 21% |
| English learner | n/a |
| Fluent-English proficient and English only | 20% |
| 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 | 25% |
| Females | 19% |
| Males | 33% |
| African American | n/a |
| Asian | 27% |
| Filipino | n/a |
| Hispanic or Latino | 17% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 32% |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 24% |
| Students with disability | n/a |
| Students with no reported disability | 25% |
| English learner | n/a |
| Fluent-English proficient and English only | 25% |
| Migrant education | n/a |
| Gifted and talented | 39% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 19% |
| Parent education - some college (includes AA degree) | 15% |
| Parent education - college graduate | 35% |
| Parent education - graduate school/post graduate | 27% |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 64% |
| Males | 88% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| 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 | 59% |
| Females | 56% |
| Males | 62% |
| African American | 46% |
| Asian | 88% |
| Filipino | 50% |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 60% |
| Students with disability | 23% |
| Students with no reported disability | 62% |
| English learner | n/a |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 67% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | 74% |
| Parent education - declined to state | 67% |
| 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.
476 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
472 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 | 87% |
| Females | 89% |
| Males | 85% |
| African American | 67% |
| Asian | 88% |
| Filipino | 100% |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Declined to state | 89% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 92% |
| Economic Status Unknown | 86% |
| Students with disability | 33% |
| Tested with modifications | n/a |
| English learner | 31% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 87% |
| Females | 86% |
| Males | 89% |
| African American | 76% |
| Asian | 94% |
| Filipino | 100% |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Declined to state | 94% |
| Economically disadvantaged | 84% |
| Non-economically disadvantaged | 90% |
| Economic Status Unknown | 82% |
| Students with disability | 36% |
| Tested with modifications | n/a |
| English learner | 67% |
| 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 | 59% | 51% | ||
| White | 27% | 27% | ||
| Asian | 6% | 11% | ||
| Two or more races | 4% | 3% | ||
| Black | 3% | 7% | ||
| American Indian/Alaska Native | 1% | 1% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 32% | N/A | 54% |
| English language learners 2 | 2% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 74% | 85% | ||
| Arabic | 7% | 1% | ||
| Filipino (Pilipino or Tagalog) | 6% | 1% | ||
| Armenian | 4% | 1% | ||
| All other non-English languages | 2% | 1% | ||
| Hindi | 2% | 0% | ||
| Korean | 2% | 1% | ||
| Punjabi | 2% | 1% | ||
| Turkish | 2% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 29 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 14 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 96% | N/A | 96% |
| Emergency credential or waiver | 1% | N/A | 2% |


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