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GreatSchools Rating

Monta Vista High School

Public | 9-12 | 11 students

 
 

Living in Cupertino

Situated in a suburban neighborhood. The median home value is $900,000. The average monthly rent for a 2 bedroom apartment is $2,160.

Source: Sperling's Best Places
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 3 ratings
2013:
Based on 3 ratings
2012:
Based on 3 ratings
2011:
Based on 5 ratings

Teacher quality

Principal leadership

Parent involvement

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52 reviews of this school


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Posted Saturday, July 26, 2014

MATADOR PRIDE!!!! People outside MV think that MV is a "cookie cutter" school that only produces doctors and engineers and believes people with less than all A's are failures. THIS IS NOT TRUE! MV is the best school ever! As an incoming sophomore with straight A's taking AP classes, I've never felt stressed or depressed. For those people who can't handle high standards, I suggest them go to Fremont High. People may think we're nerds, but we're going to be the ones that will be successful in real life. I do agree that some teachers are harder than others but if you try hard enough, you will get all A's. I totally agree with the other student saying that at least we go to college. The sports programs are excellent and most of the jocks are also nerds. :) There is no gangster activity, drugs, or alcohol here! Freshman year was great, and I hope that sophomore year will be the same. People who say that us Mats overrate grades, GPA's, and extracurriculars way too much are people who will not get into a good college in the future. I love this school and would not trade going to this school for anything! PREPARE TO BE BULLDOZED!!!!!
—Submitted by a student


Posted July 1, 2014

Beware of the chemistry honors department. They do not teach anything, but put unreasonable questions that were not in the textbook on the tests. In addition, your GPA at Monta Vista will depend solely on which teachers you have. Some teachers are unreasonably easy, and give automatic A's, while some make sure they give none at all.
—Submitted by a student


Posted January 20, 2014

Outstanding high school that outperforms virtually all open registration schools in California year in and year out.
—Submitted by a parent


Posted October 6, 2013

I have son who is a junior a MVHS. He is doing well, but the amount of stress and lack of social life (due to kids doing only homework) concerns me. I will not be sending my younger children to school there as the kill and drill/memorization focus and the focus on "being stupid if you re white" or "Stupid if you don't have a 4.5 and 2300s on your SATs" is just old and does not foster the type of education I wish my children to receive. While some of the teachers are amazing, an equal number are unprepared, don't teach or just plan mediocre. If you want your child to get great test scores and be able to spit back facts, then MVHS is a good fit. If your child is creative, likes to think outside of the box or does not work well just memorizing facts, then look elsewhere. In addition, while my son has great friends, there is a culture of underlying racism and exclusions by some of the kids. BTW, I don't think this stems from the kids, but from their parents. Class choice is very limited given the size of the school and there is no individual attention. If your student cannot advocate for themselves, no one will do it for them. There are just too many kids here for that.
—Submitted by a parent


Posted June 14, 2013

This school is over hype. Many families can afford private one on one tutoring for their high school students. This school is not responsible for their steller students. The students along with good parents are responsible at 80%. The staff really have nothing to do with it . Too bad these high schools in the local area got good ratings and the property value are getting way too high. . It has nothing to do with the schools, but the type of students that move into the area. This school cannot turn around those students that are incline to learn. I want the truth to be told. Most of the Asians in this school are Chinese, korea, Japanese, but Chinese being the higher percentage due to population size. The other large group of Asians are South Asians which are Indians. And about 10% of these students here are just born smart.
—Submitted by a student


Posted February 9, 2013

Monta Vista High is one of the top schools in the nation, ranked as among the top on usnews website. I wasn't so sure what to expect when i entered as a freshman, but after four years, it's amazing to see how much ive grown as an individual. ppl here are very respectful and open and willing to work with you, and the teachers are also willing to help you if you ask them for it. academically, it can get a little stressful, but when i asked former monta vista alums about it, they said that mv really helped prepare them for college. everyone here has something special about them, so it's hard to stand out but it also makes for an interesting campus. it is possible to take hard classes, have extracurriculars, and enjoy high school life - football games, dances, prom - i know a lot of ppl who do all of those things. all the departments are well-organized, so you'll be kept busy all four years, with ppl to meet wherever you look. there are a lot of clubs on campus - something i didn't realize until junior year, so you can always find friends who have the same interests as you. bullying/drugs/sex/violence/racism is NOT a problem at this school at all - never seen any of that here.
—Submitted by a student


Posted October 28, 2012

I will try to be as objective as possible in this review for potential. I'm a freshman student and I really enjoy my time at Monta Vista. It's a challenging school, there's no doubt about that, and if your child is not getting As or better in most of their subjects, Monta Vista is not the school for them. Of course, it's not really all about intelligence though. To really excel here, your child needs to be dedicated or hard-working. If you aren't prepared to put in the effort, there's absolutely no point sending your child here. The teachers are very dedicated, nearly every single one has an afterschool club or lunchtime club, dedicated to helping students understand everything; which is definitely necessary, I spend nearly 3-4 hours on homework every day, excluding the extra-curricular clubs I do. I will say this, allegations of racism and bullying is really not true. Everybody here is so open and so friendly with everyone, simply because they haven't got the time to waste on making someones life difficult. They're much more likely to be studying!' However, with around 600 students in every year, the campus is loud and noisy, and it can be difficult to get the personal touch.
—Submitted by a student


Posted October 7, 2012

Monta vista kids/families spent too much time talking about how bad other schools are.....every Monta Vista student (does not matter if they are A or a D student)have this one thing in common......send your child to a private school where your child will learn to respect people if you are not happy with your school but NOT Monta vista....
—Submitted by a parent


Posted February 13, 2012

Reading these reviews are shocking, I never felt miserable and stressed. I took my share of AP and honor classes, took math+science each year. I had time for music, dance, reading and volunteering. Stress was occasional, usually around finals week. I had fun with friends outside of school. It's academically rigorous, but not too so. Obviously if you're a failure who can't handle the pressures of learning, you're better off going to Fremont or Cupertino High. I didn't see any racism, maybe those crying foul mistook contempt from their peers for not trying harder as racism. I got into UCLA, majoring in Anthropology/Archaeology. Doing museum and field work over the summer. So much for a high school that only churns out doctors and engineers. It was my Humanities teacher who inspired me to go into the humanities instead of science too. Parents, if your child is bright enough, send them to MV. High school isn't forever, focus on the future. I was well prepared for college, courses were a breeze thanks to MV. The only thing I was unprepared for was the widespread drinking, drugs and sex on campus. But that just reinforces how disciplined and secure the environment at MV is.


Posted November 10, 2011

This is a continue of my last post: (i am new to monta vista and last attended cupertino high) I feel that this school is to focused in books and lacks a lot of knowlege to become someone like a lawyer, president, ceo, arts, actor, a lot of fields in science, real estate, business, doctors and these type of professions require more then getting A's high schools. an many more but this school does help one become a engineer, computer science, physics major. Away from education The schools enviroment is horrible! Sure there is no problems like drugs, bulling or violence, but one should understand that these problems do happen in real life and that hiding children from these issues are not going to help them bring up their full potential because in the future one may run into these issues. In this school I have made no friensds because lot d the students here are way to worries about their grades and many are not fun to talk with. Friends I have made are new students that just entered monta vista and they agree too about the enviroment. Personaly I like the enviromen better because I found nice people who share the same hobby as me and are dedicated, but this may not happen to others
—Submitted by a student


Posted March 13, 2011

There is something known as "White Flight" going on in this school, as in caucasian families leaving because of the overwhelming amount of asian families and the pressure culturally that asians put on their children. Being asian myself, all i can say is this school is not a good place for teenagers that are not academically inclined. I always felt stupid going to the school and had a terrible time in math classes as people would scoff at my literal failing of math tests. I've retained absolutely nothing from Monta Vista, and now go to an art college because i'm a failure at every other subject.
—Submitted by a student


Posted March 4, 2011

I go to Monta Vista and I LOVE IT. Sure, say that we're all nerds, you're stereotyping us because you don't go to our school. Although mostly everyone here strives to do well academically, we do know how to have "fun." Academics are a great reason to go to Monta Vista though, my teachers work really hard to help, and though some classes are challenging you learn a lot. You can go to any teacher for help and they will go out of their way to make sure you do the best you can. There is pressure, but in my opinion that just pushes you to succeed. You choose who you hang out with, so don't make competitive friends. We have a lot of BULL SPIRIT *and* we're going to college. Monta Vista is worth it.
—Submitted by a student


Posted January 29, 2011

This school has fantastic school spirit, and a nice environment, but all the students are incredibly bigoted and convinced that MV is better than any other school because of their high API score, which is incredibly closed-minded. Also, their drama department is terrible because they learn out a textbook and spend more time reading then they do acting and expressing themselves.


Posted January 25, 2011

Academically challenging. I know it is tough, but consider it tough love. Some of the kids may not like it right now, but when they grow up, they will thank their high school for teaching them how to make it in real life.
—Submitted by a parent


Posted May 26, 2010

Having had 3 children pass through Monta Vista all doing very well scholastically, I must say none of them enjoyed the high school experience. All complained of Liberal teachers blatantly pushing their Political views no matter what the subject. Principal leadership is extremely weak, allowing student protests (taping mouths shut and not speaking) for Gay Rights? while suspending kids for being kids. Found the boys athletic department extremely weak especially the coaching.I That being said 2 have gone on to do quite well in college.
—Submitted by a parent


Posted May 26, 2010

With one child attending Monta Vista, I must say how much it reminds me (for better and worse) of the elite private high school I attended only safer, more flexible and with more resources as befits its large student body. Really, that s the only real comparison that can be made Competitive Top Class College Prep, with all the upsides (and yes, downsides) that go along with that. Given the difficulty of getting a child enrolled in MVHS and the price premium of living in this section of Cupertino, can there honestly be any parents who accidentally discovered that their scholastically average, hoping-to-squeeze-by-on-athletics student wasn t a good fit? It s time to get real. And as to the students' No. Cal politics, (not that this stands out in particular) with a lifetime ahead to become cynical and conservative, may their optimism reign for as long as it can.
—Submitted by a parent


Posted April 26, 2010

It's a physically safe place with a fair amount of great teachers, but the crux of MVHS is this: It's a four year marathon of work, grades and work. Everyone around you is motivated, which is wonderful in its own way, but the problem is that it's difficult to feel accomplished among peers that succeed so often. What good is being better than the national and state average if 'excellence' is the school's norm? It's remarkably easy to feel overwhelmed and inferior in that environment. Of course, you can say that school is for learning and a little stress is expected from all students; it helps prepare them for the 'real world.' You could say, 'You only have one childhood, so why not spend it preparing for the future?' It's a dog eat dog world. I just hope there's still something left of us kids at the end of the
—Submitted by a student


Posted April 5, 2010

Monta Vista is the definition of academic pressure. Prepare to self study and compete a lot. Everyone is a nerd, even the jocks. On the other hand, the only gang fights are between FBLA and DECA.
—Submitted by a student


Posted December 23, 2009

A lot of people say this is a great school...but I've been in this school for just two years and I'm sick of it. The stress level is so high here and the true effort that is put into learning is not valued. A small percentage of the staff is actually passionate about what they teach and supportive and encouraging of their students. There are very limited options in terms of AP/Honors courses, and if you take them, for many of them, there is a lot of self-studying. Students value the grade more than learning, and it's not their fault....that's what they've been forced to view school. At MV, teachers always say just do your best, but a lot of them don't value the true effort that a student is putting in and they do not reciprocate that by helping them.
—Submitted by a student


Posted October 29, 2008

I go to this school. It's a very competitive school with a good atmosphere for learning. Fights break out close to never. I have never witnessed a fight in Monta Vista in my life!
—Submitted by a student


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

About these ratings

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

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

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

This school's
API score

956

Change from
2012 to 2013

-1

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

10 / 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 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 met all student subgroup API targets for 2013

This school's
API score

956

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

-1

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

10 / 10

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

10 / 10

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

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

54 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
46%

2011

 
 
66%

2010

 
 
61%
Algebra II

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

201 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
97%

2011

 
 
96%

2010

 
 
96%
Biology/Life Sciences

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

569 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
93%

2011

 
 
93%

2010

 
 
91%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

568 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
93%

2011

 
 
95%

2010

 
 
93%
General Mathematics (Grades 6 & 7 Standards)

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
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Geometry

The state average for Geometry was 45% in 2013.

302 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
90%

2011

 
 
94%

2010

 
 
84%
Integrated/Coordinated Science I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
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Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
36%

2010

 
 
n/a
Algebra II

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

337 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
82%

2011

 
 
80%

2010

 
 
74%
Biology/Life Sciences

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

11 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
n/a

2011

 
 
33%

2010

 
 
n/a
Chemistry

The state average for Chemistry was 46% in 2013.

513 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
87%

2011

 
 
79%

2010

 
 
80%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

592 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
93%

2011

 
 
88%

2010

 
 
91%
Geometry

The state average for Geometry was 15% in 2013.

60 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
35%

2011

 
 
46%

2010

 
 
34%
High School (Summative) Mathematics (Grade 9-11)

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

189 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
97%

2011

 
 
97%

2010

 
 
100%
Science

The state average for Science was 54% in 2013.

591 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
95%

2011

 
 
90%

2010

 
 
91%
World History

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

592 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
94%

2011

 
 
89%

2010

 
 
92%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Algebra II

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

57 students were tested at this school in 2013.

2013

 
 
13%

2012

 
 
34%

2011

 
 
41%

2010

 
 
27%
Biology/Life Sciences

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

342 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
92%

2011

 
 
93%

2010

 
 
97%
Chemistry

The state average for Chemistry was 32% in 2013.

131 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
91%

2011

 
 
87%

2010

 
 
83%
Earth Science

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

33 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
72%

2011

 
 
87%

2010

 
 
91%
English Language Arts

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

604 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
86%

2011

 
 
87%

2010

 
 
82%
Geometry

The state average for Geometry was 8% in 2013.

2013

 
 
n/a

2012

 
 
0%

2011

 
 
n/a

2010

 
 
36%
High School (Summative) Mathematics (Grade 9-11)

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

524 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
87%

2011

 
 
86%

2010

 
 
93%
Physics

The state average for Physics was 58% in 2013.

82 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
75%

2011

 
 
84%

2010

 
 
84%
U.S. History

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

593 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
85%

2011

 
 
90%

2010

 
 
84%
World History

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

19 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
n/a

2011

 
 
27%

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

All Students50%
Females47%
Males55%
African Americann/a
Asian80%
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)26%
Economically disadvantagedn/a
Non-economically disadvantaged52%
Students with disability25%
Students with no reported disability65%
English learnern/a
Fluent-English proficient and English only49%
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 graduate43%
Parent education - graduate school/post graduate64%
Parent education - declined to staten/a

Algebra II

All Students97%
Females98%
Males97%
African Americann/a
Asian97%
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)100%
Economically disadvantagedn/a
Non-economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability98%
English learnern/a
Fluent-English proficient and English only98%
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 graduate95%
Parent education - graduate school/post graduate98%
Parent education - declined to staten/a

Biology/Life Sciences

All Students93%
Females92%
Males95%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged73%
Non-economically disadvantaged94%
Students with disability52%
Students with no reported disability96%
English learner67%
Fluent-English proficient and English only94%
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 graduate83%
Parent education - graduate school/post graduate97%
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
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 Students95%
Females95%
Males97%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged86%
Non-economically disadvantaged96%
Students with disability57%
Students with no reported disability98%
English learner64%
Fluent-English proficient and English only96%
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 graduate90%
Parent education - graduate school/post graduate98%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

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

Geometry

All Students90%
Females91%
Males90%
African Americann/a
Asian93%
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)89%
Economically disadvantagedn/a
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only90%
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 graduate86%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Integrated/Coordinated Science I

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

Physics

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

World History

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

About the tests


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

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

Source: California Department of Education

Algebra I

All 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

Algebra II

All Students74%
Females77%
Males70%
African Americann/a
Asian76%
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)68%
Economically disadvantagedn/a
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability74%
English learner73%
Fluent-English proficient and English only74%
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)64%
Parent education - college graduate67%
Parent education - graduate school/post graduate78%
Parent education - declined to staten/a

Biology/Life Sciences

All Students36%
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

Chemistry

All Students79%
Females77%
Males81%
African Americann/a
Asian83%
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)71%
Economically disadvantagedn/a
Non-economically disadvantaged80%
Students with disability28%
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate55%
Parent education - some college (includes AA degree)33%
Parent education - college graduate71%
Parent education - graduate school/post graduate84%
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
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 Students91%
Females91%
Males90%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged44%
Non-economically disadvantaged92%
Students with disability39%
Students with no reported disability94%
English learner37%
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate64%
Parent education - some college (includes AA degree)73%
Parent education - college graduate92%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Geometry

All Students36%
Females32%
Males41%
African Americann/a
Asian29%
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)57%
Economically disadvantagedn/a
Non-economically disadvantaged37%
Students with disability11%
Students with no reported disability49%
English learnern/a
Fluent-English proficient and English only38%
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 graduate53%
Parent education - graduate school/post graduate29%
Parent education - declined to staten/a

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

All Students96%
Females97%
Males95%
African Americann/a
Asian96%
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 disadvantaged96%
Students with disabilityn/a
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only96%
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 graduate92%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a

Science

All Students94%
Females93%
Males95%
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latino72%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged67%
Non-economically disadvantaged95%
Students with disability58%
Students with no reported disability96%
English learner58%
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate64%
Parent education - some college (includes AA degree)82%
Parent education - college graduate95%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

World History

All Students92%
Females90%
Males95%
African Americann/a
Asian94%
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged56%
Non-economically disadvantaged93%
Students with disability52%
Students with no reported disability94%
English learner56%
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate53%
Parent education - some college (includes AA degree)73%
Parent education - college graduate92%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

All 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

Algebra II

All Students13%
Females15%
Males10%
African Americann/a
Asian26%
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)0%
Economically disadvantagedn/a
Non-economically disadvantaged13%
Students with disabilityn/a
Students with no reported disability13%
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 graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate12%
Parent education - graduate school/post graduate11%
Parent education - declined to staten/a

Biology/Life Sciences

All Students94%
Females95%
Males92%
African Americann/a
Asian95%
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)89%
Economically disadvantagedn/a
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only94%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)73%
Parent education - college graduate93%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Chemistry

All Students88%
Females85%
Males89%
African Americann/a
Asian93%
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)67%
Economically disadvantagedn/a
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability91%
English learner42%
Fluent-English proficient and English only92%
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)67%
Parent education - college graduate78%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Earth Science

All Students78%
Females69%
Males88%
African Americann/a
Asian86%
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 disadvantaged82%
Students with disabilityn/a
Students with no reported disability90%
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 graduate81%
Parent education - declined to staten/a

English Language Arts

All Students91%
Females93%
Males89%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged71%
Non-economically disadvantaged91%
Students with disability50%
Students with no reported disability92%
English learner36%
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)79%
Parent education - college graduate84%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Geometry

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

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

All Students89%
Females87%
Males91%
African Americann/a
Asian90%
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)85%
Economically disadvantagedn/a
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability89%
English learner63%
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)82%
Parent education - college graduate75%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Physics

All Students87%
Females84%
Males89%
African Americann/a
Asian95%
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)62%
Economically disadvantagedn/a
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only89%
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a

U.S. History

All Students89%
Females89%
Males88%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged56%
Non-economically disadvantaged90%
Students with disability37%
Students with no reported disability91%
English learner29%
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)67%
Parent education - college graduate83%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

World History

All Students33%
Femalesn/a
Malesn/a
African Americann/a
Asian36%
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 disadvantaged33%
Students with disabilityn/a
Students with no reported disability33%
English learner36%
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

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

599 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
99%

2011

 
 
98%

2010

 
 
98%
Math

The state average for Math was 84% in 2013.

599 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%

2011

 
 
98%

2010

 
 
99%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

All Students99%
Females99%
Males99%
Gender Unknownn/a
African Americann/a
Asian98%
Filipinon/a
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)100%
Declined to state100%
Economically disadvantaged88%
Non-economically disadvantaged99%
Economic Status Unknownn/a
Students with disability91%
Tested with modificationsn/a
English learner75%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students100%
Females100%
Males100%
Gender Unknownn/a
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino95%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)100%
Declined to state100%
Economically disadvantaged100%
Non-economically disadvantaged100%
Economic Status Unknownn/a
Students with disability94%
Tested with modificationsn/a
English learner100%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school
Asian 78%
White 16%
Hispanic 3%
Two or more races 3%
Black 0%

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 2%N/AN/A
English language learners 3%N/AN/A

Teacher experience

  This school District averageState average
First-year teachers 5%N/AN/A
Source: CRDC, 2011-2012

This school has not yet provided program information.


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21840 Mcclellan Road
Cupertino, CA 95014
Website: Click here
Phone: (408) 366-7600

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