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GreatSchools Rating

Charter Oak High School

Public | 9-12 | 1995 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 3 ratings
2011:
No new ratings
2010:
Based on 1 rating

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35 reviews of this school


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Posted August 25, 2012

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


Posted August 15, 2012

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


Posted May 13, 2012

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


Posted August 5, 2009

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


Posted June 12, 2009

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


Posted April 11, 2009

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


Posted April 9, 2009

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


Posted April 8, 2009

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


Posted April 3, 2009

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


Posted February 17, 2009

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


Posted February 10, 2009

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


Posted November 24, 2008

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


Posted October 22, 2008

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


Posted June 18, 2008

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


Posted May 22, 2008

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


Posted December 1, 2007

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


Posted November 26, 2007

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


Posted August 12, 2007

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


Posted July 25, 2007

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


Posted June 17, 2007

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.

About these ratings

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

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

The API reflects year-over-year schools performance based on STAR test score results from spring 2012.

This school's
API score

772

Change from
2011 to 2012

+12

API Statewide Rank
(2011)

6 / 10

API Similar Schools Rank (2011)

2 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met its schoolwide API target for 2012.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

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

This school's
API score

772

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

+12

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

6 / 10

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

2 / 10

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

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

264 students were tested at this school in 2012.

2012

 
 
24%

2011

 
 
21%

2010

 
 
22%

2009

 
 
18%
Algebra II

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

132 students were tested at this school in 2012.

2012

 
 
51%

2011

 
 
25%

2010

 
 
29%

2009

 
 
22%
Biology/Life Sciences

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

120 students were tested at this school in 2012.

2012

 
 
91%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Earth Science

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

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

439 students were tested at this school in 2012.

2012

 
 
59%

2011

 
 
53%

2010

 
 
59%

2009

 
 
52%
General Mathematics (Grades 6 & 7 Standards)

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

18 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
3%

2010

 
 
3%

2009

 
 
0%
Geometry

The state average for Geometry was 48% in 2012.

42 students were tested at this school in 2012.

2012

 
 
91%

2011

 
 
89%

2010

 
 
96%

2009

 
 
93%
Integrated/Coordinated Science 1

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

336 students were tested at this school in 2012.

2012

 
 
26%

2011

 
 
20%

2010

 
 
30%

2009

 
 
19%
World History

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

74 students were tested at this school in 2012.

2012

 
 
93%

2011

 
 
80%

2010

 
 
75%

2009

 
 
84%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

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

45 students were tested at this school in 2012.

2012

 
 
7%

2011

 
 
6%

2010

 
 
4%

2009

 
 
5%
Algebra II

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Biology/Life Sciences

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

414 students were tested at this school in 2012.

2012

 
 
42%

2011

 
 
39%

2010

 
 
34%

2009

 
 
30%
Chemistry

The state average for Chemistry was 51% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Earth Science

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

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

449 students were tested at this school in 2012.

2012

 
 
50%

2011

 
 
47%

2010

 
 
42%

2009

 
 
43%
Geometry

The state average for Geometry was 17% in 2012.

298 students were tested at this school in 2012.

2012

 
 
37%

2011

 
 
23%

2010

 
 
24%

2009

 
 
29%
High School (Summative) Mathematics (Grade 9-11)

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

 
 
72%

2011

 
 
76%

2010

 
 
62%

2009

 
 
n/a
Science

The state average for Science was 53% in 2012.

452 students were tested at this school in 2012.

2012

 
 
51%

2011

 
 
50%

2010

 
 
40%

2009

 
 
47%
World History

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

392 students were tested at this school in 2012.

2012

 
 
36%

2011

 
 
32%

2010

 
 
22%

2009

 
 
22%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

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

13 students were tested at this school in 2012.

2012

 
 
30%

2011

 
 
14%

2010

 
 
11%

2009

 
 
0%
Algebra II

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

196 students were tested at this school in 2012.

2012

 
 
23%

2011

 
 
13%

2010

 
 
10%

2009

 
 
2%
Biology/Life Sciences

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

37 students were tested at this school in 2012.

2012

 
 
100%

2011

 
 
79%

2010

 
 
86%

2009

 
 
37%
Chemistry

The state average for Chemistry was 34% in 2012.

168 students were tested at this school in 2012.

2012

 
 
24%

2011

 
 
21%

2010

 
 
19%

2009

 
 
30%
Earth Science

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

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

433 students were tested at this school in 2012.

2012

 
 
50%

2011

 
 
52%

2010

 
 
50%

2009

 
 
38%
Geometry

The state average for Geometry was 9% in 2012.

21 students were tested at this school in 2012.

2012

 
 
19%

2011

 
 
10%

2010

 
 
4%

2009

 
 
21%
High School (Summative) Mathematics (Grade 9-11)

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

 
 
25%

2011

 
 
48%

2010

 
 
36%

2009

 
 
32%
Physics

The state average for Physics was 56% in 2012.

27 students were tested at this school in 2012.

2012

 
 
78%

2011

 
 
71%

2010

 
 
40%

2009

 
 
12%
U.S. History

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

456 students were tested at this school in 2012.

2012

 
 
59%

2011

 
 
61%

2010

 
 
60%

2009

 
 
56%
World History

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

All Students24%
Females19%
Males27%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)23%
Economically disadvantaged22%
Non-economically disadvantaged24%
Students with disabilityn/a
Students with no reported disability24%
English learnern/a
Fluent-English proficient and English only24%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate20%
Parent education - high school graduate19%
Parent education - some college (includes AA degree)27%
Parent education - college graduate29%
Parent education - graduate school/post graduate17%
Parent education - declined to state21%

Algebra II

All Students51%
Females57%
Males47%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino52%
White (not Hispanic)50%
Economically disadvantaged51%
Non-economically disadvantaged52%
Students with disabilityn/a
Students with no reported disability52%
English learnern/a
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talented60%
Parent education - not a high school graduaten/a
Parent education - high school graduate33%
Parent education - some college (includes AA degree)53%
Parent education - college graduate42%
Parent education - graduate school/post graduate59%
Parent education - declined to state82%

Biology/Life Sciences

All Students91%
Females83%
Males98%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino91%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantaged93%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduate100%
Parent education - some college (includes AA degree)90%
Parent education - college graduate90%
Parent education - graduate school/post graduate90%
Parent education - declined to state92%

Earth Science

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

English Language Arts

All Students59%
Females60%
Males58%
African American58%
Asian73%
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)60%
Economically disadvantaged52%
Non-economically disadvantaged65%
Students with disability27%
Students with no reported disability60%
English learnern/a
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate46%
Parent education - high school graduate42%
Parent education - some college (includes AA degree)67%
Parent education - college graduate64%
Parent education - graduate school/post graduate67%
Parent education - declined to state58%

General Mathematics (Grades 6 & 7 Standards)

All Students0%
Femalesn/a
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English only0%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students91%
Females88%
Males94%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino90%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged92%
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)100%
Parent education - college graduate85%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Integrated/Coordinated Science 1

All Students26%
Females19%
Males31%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)29%
Economically disadvantaged22%
Non-economically disadvantaged29%
Students with disability0%
Students with no reported disability28%
English learner0%
Fluent-English proficient and English only27%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate15%
Parent education - high school graduate27%
Parent education - some college (includes AA degree)26%
Parent education - college graduate27%
Parent education - graduate school/post graduate29%
Parent education - declined to state22%

World History

All Students93%
Females91%
Males94%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino89%
Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantaged95%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)100%
Parent education - college graduate94%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

Algebra I

All Students7%
Females9%
Males5%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino10%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantaged17%
Students with disabilityn/a
Students with no reported disability8%
English learnern/a
Fluent-English proficient and English only8%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate13%
Parent education - some college (includes AA degree)8%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

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

Biology/Life Sciences

All Students42%
Females41%
Males43%
African American24%
Asian55%
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)49%
Economically disadvantaged28%
Non-economically disadvantaged50%
Students with disability2%
Students with no reported disability47%
English learner17%
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate15%
Parent education - high school graduate25%
Parent education - some college (includes AA degree)43%
Parent education - college graduate54%
Parent education - graduate school/post graduate76%
Parent education - declined to state45%

Chemistry

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

Earth Science

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

English Language Arts

All Students50%
Females55%
Males45%
African American27%
Asian75%
Filipino45%
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged36%
Non-economically disadvantaged58%
Students with disability0%
Students with no reported disability51%
English learnern/a
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate25%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)45%
Parent education - college graduate63%
Parent education - graduate school/post graduate66%
Parent education - declined to state53%

Geometry

All Students37%
Females38%
Males36%
African American18%
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)47%
Economically disadvantaged30%
Non-economically disadvantaged40%
Students with disabilityn/a
Students with no reported disability38%
English learnern/a
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduate15%
Parent education - high school graduate20%
Parent education - some college (includes AA degree)33%
Parent education - college graduate50%
Parent education - graduate school/post graduate60%
Parent education - declined to state47%

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

All Students72%
Females67%
Males77%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged75%
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talented87%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate77%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students51%
Females49%
Males52%
African American31%
Asian56%
Filipino55%
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)61%
Economically disadvantaged38%
Non-economically disadvantaged58%
Students with disability20%
Students with no reported disability52%
English learnern/a
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduate21%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)52%
Parent education - college graduate63%
Parent education - graduate school/post graduate66%
Parent education - declined to state43%

World History

All Students36%
Females30%
Males40%
African American15%
Asiann/a
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)43%
Economically disadvantaged29%
Non-economically disadvantaged40%
Students with disability12%
Students with no reported disability39%
English learner7%
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate14%
Parent education - high school graduate28%
Parent education - some college (includes AA degree)37%
Parent education - college graduate42%
Parent education - graduate school/post graduate50%
Parent education - declined to state45%
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

Algebra I

All Students30%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English only25%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students23%
Females18%
Males28%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)29%
Economically disadvantaged24%
Non-economically disadvantaged21%
Students with disabilityn/a
Students with no reported disability23%
English learnern/a
Fluent-English proficient and English only23%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate18%
Parent education - some college (includes AA degree)22%
Parent education - college graduate28%
Parent education - graduate school/post graduaten/a
Parent education - declined to state35%

Biology/Life Sciences

All Students100%
Females100%
Males100%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged100%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)100%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students24%
Females18%
Males32%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino19%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)32%
Economically disadvantaged25%
Non-economically disadvantaged23%
Students with disabilityn/a
Students with no reported disability24%
English learnern/a
Fluent-English proficient and English only24%
Migrant educationn/a
Gifted and talented53%
Parent education - not a high school graduaten/a
Parent education - high school graduate16%
Parent education - some college (includes AA degree)26%
Parent education - college graduate27%
Parent education - graduate school/post graduate18%
Parent education - declined to state27%

Earth Science

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

English Language Arts

All Students50%
Females53%
Males47%
African American38%
Asian65%
Filipino58%
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)53%
Economically disadvantaged49%
Non-economically disadvantaged51%
Students with disability38%
Students with no reported disability50%
English learnern/a
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate53%
Parent education - high school graduate40%
Parent education - some college (includes AA degree)49%
Parent education - college graduate59%
Parent education - graduate school/post graduate61%
Parent education - declined to state54%

Geometry

All Students19%
Femalesn/a
Males25%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged17%
Students with disabilityn/a
Students with no reported disability21%
English learnern/a
Fluent-English proficient and English only20%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students25%
Females19%
Males33%
African Americann/a
Asian27%
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
White (not Hispanic)32%
Economically disadvantaged26%
Non-economically disadvantaged24%
Students with disabilityn/a
Students with no reported disability25%
English learnern/a
Fluent-English proficient and English only25%
Migrant educationn/a
Gifted and talented39%
Parent education - not a high school graduaten/a
Parent education - high school graduate19%
Parent education - some college (includes AA degree)15%
Parent education - college graduate35%
Parent education - graduate school/post graduate27%
Parent education - declined to staten/a

Physics

All Students78%
Females64%
Males88%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged64%
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students59%
Females56%
Males62%
African American46%
Asian88%
Filipino50%
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)60%
Economically disadvantaged57%
Non-economically disadvantaged60%
Students with disability23%
Students with no reported disability62%
English learnern/a
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate67%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)62%
Parent education - college graduate64%
Parent education - graduate school/post graduate74%
Parent education - declined to state67%

World History

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

About the tests


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

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

See California's state standards

Source: California Department of Education

English Language Arts

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

476 students were tested at this school in 2012.

2012

 
 
87%

2011

 
 
89%

2010

 
 
86%

2009

 
 
88%
Math

The state average for Math was 84% in 2012.

472 students were tested at this school in 2012.

2012

 
 
87%

2011

 
 
88%

2010

 
 
87%

2009

 
 
82%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

English Language Arts

All Students87%
Females89%
Males85%
African American67%
Asian88%
Filipino100%
Hispanic or Latino86%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)93%
Declined to state89%
Economically disadvantaged79%
Non-economically disadvantaged92%
Economic Status Unknown86%
Students with disability33%
Tested with modificationsn/a
English learner31%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students87%
Females86%
Males89%
African American76%
Asian94%
Filipino100%
Hispanic or Latino85%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)92%
Declined to state94%
Economically disadvantaged84%
Non-economically disadvantaged90%
Economic Status Unknown82%
Students with disability36%
Tested with modificationsn/a
English learner67%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
Hispanic or Latino 45% 49%
White 33% 28%
Multiple or No Response 11% 3%
African American 4% 7%
Asian 4% 8%
Filipino 3% 3%
American Indian or Alaska Native 0% 1%
Pacific Islander 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 12%N/A24%
Students eligible for free or reduced-price lunch program 228%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

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

Average class size

  This school District averageState average
Average class size 29N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 10N/A11
Average years teaching 14N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 96%N/A96%
Emergency credential or waiver 1%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

1430 East Covina Boulevard
Covina, CA 91724
Website: Click here
Phone: (626) 915-5841

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