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GreatSchools Rating

Oxford Academy

Public | 7-12

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 6 ratings
2012:
Based on 7 ratings
2011:
Based on 2 ratings

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65 reviews of this school


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Posted February 24, 2014

I expected quality teachers from all the teachers here in this school, but there are some of them shouldn't be there. They should have been fired long time ago. Just because he/she is not doing anything wrong that doesn't mean they are qualified. At this school, all the kids work hard to get good grades and be on top of the games, so the teacher(x),( 'only a few') should do their jobs professionally and diligently. Just saying.
—Submitted by a parent


Posted February 19, 2014

Well this school like any other school has some good teachers like any other school and some bad. But really the teachers are just mediocre and are apathetic of students work habit and homework. They just kick out kids that get Cs and have a exam to ensure that there are only the smart kids and some aren't as smart as they seem. One student gets Cs on this certain individual's tests on his tests and still has As for his grade. Well yeah the student get high scores overall but are the teachers good? No not really. So you should send your child to a more academic and more focused school that focuses on the child's grades AND her or his progress. The students unless they have been lucky enough to be selected into one of the better classes, the teachers are not very professional


Posted October 8, 2013

The best thing I like about this school is the peer influence and the school discipline. You are surrounded by almost purely smart and high achievers with high expectations from everyone else. You are not likely to be exposed to bad stuffs as you see elsewhere. Short term gain is getting at least to the UC system but in the long term, if you can stick to OA regiments, you are trained to be successful no matter what you aim to do. If your child is extremely creative and like to do thing differently all the time then there are better school. If you child can't keep up with heavy workload or average, or have some other talents other than academic then it would be best not to try for OA.
—Submitted by a parent


Posted September 17, 2013

My little patriot is now a 9th grader. She loves this school very much. She loves her cluster teacher, who will be with her the whole time she attends Oxford. The students are not stuck up. They are way more friendly and welcoming than your average school. Coming from an elementary school where she didn't fit in it was like a breath of fresh air for my daughter to be going to a school where the kids are more like her. The teachers, counselors, and faculty are all very nice and they genuinely care about the students. The workload is very high, but that is to be expected when a student takes all honors courses. A lot is expected because these students can deliver, and they need challenges. The entrance exam was not difficult; just California standards and an essay. The top 25 students from each of the 8 middle school districts within AUHSD are accepted. There are about 50 or more elementary schools within the AUHSD so, on average, only a few students from each are accepted. Many don't end up staying so, if your child doesn't make it the first time, try again for 8th and 9th grade.
—Submitted by a parent


Posted August 25, 2013

Oxford has some benefits, yes. But not enough to outweigh the poor faculty and lack of opportunities. There are some fantastic teacher that I could rave about for hours. For example, Mr. Williams, Viramontes, Ramirez. Everyone else is mediocre at best, especially the science department. The counselors are terrible. I'm not sure if it's the system, or the counselors themselves, but they are not up to par. They seem to be content with just getting students into UCs and CSUs, and discouraging people from aiming for the higher privates. College results speak for themselves; the majority of students are going to lower-tiered colleges. Oxford provides so few opportunities for students, it's a bit ridiculous. The pathway system is laughable. As a student interested in engineering, I have no options. I don't want to go into the medical field, and I couldn't care less about business. Had I known about it earlier, I would have definitely attended Troy High School, which sends several students to Ivy Leagues and other top private colleges every year. The administration at Oxford only cares about maintaining its high rank through test scores, and not much else.


Posted August 25, 2013

My child applied for oxford for 7th grade and had all straight As as a six grader and they put all the emphasis on one test which is ridiculous because some kids may get nervous testing anyway when asked what her score was was told they could not tell me ?????????????????


Posted July 20, 2013

Its frustrating to see parents spend money and stress over the Oxford entrance exam. It's a very average school. Don't take the national ranking to seriously, it's skewed. If you take AP classes at another school, you will be around equally, maybe even more intelligent peers. People who say Oxford destroyed their social life simply did not manage their time well. It's definitely possible to be a well-rounded student. That said, my complaints with Oxford are more complex. Oxford has uninformed counselors and the admin is shady. The school gears its students to attend UC's and CalStates, maybe a FEW shining stars going to top privates. Most hardworking students at Oxford end up blending together. Teachers aren't great, some are honestly incredibly immature. Math/some English teachers are awesome. Oxford is good for students who need motivation or solely academic people who don't mind extra homework. Not so good for ambitious students who would work hard in any environment. They would stand out and have more opportunities at a different school.


Posted June 28, 2013

A parent- I agree with some parents on previous postings such as teachers too rigorous with homework but at the end extremely worthwhile. The extra cirricular activities from Future Business Leaders of America, Debate Team, business plan presentations etc, VERY valuable for the real world. My daughter wanted to quit at and end of 9th grade, we agreed and later on she changed her mind. Yes, there are smart kids and required hard work to succeed. Highly recommended if your kids is organized (did not say smart!) then all is possible. We know she will be ready for college and for the world. I love their yearly trips organized by the school, she was in Europa last year with her class and ready for Italy 2014! I am thankful for Oxford Academy, wish more schools like this to offer opportunities to many more kids.
—Submitted by a parent


Posted September 18, 2012

I have a student who already graduated from here. Although they had struggled throughout their 6 years here, mostly it was because the homework load was too much. This school however has great teachers who had prepared my kid for his college which was UC Berkeley. Thank you to the amazing staff!
—Submitted by a parent


Posted September 11, 2012

For those of you out there who thinks that you are prepared to take the test, it is not as easy as you think. And for those of you who talk badly about Oxford, well good for you, because then Oxford is not a school of chose for you. Yes, I have been attending this school since seventh grade, and it has not been easy. It basically is a competition. However, I encourage every one of you to take the test into Oxford.


Posted July 21, 2012

For parents who are willing to spend hundreds of dollars to prepare their kids for the entrance exam, don't. That's the easy part about Oxford, getting in. The workload and stress is enough to kill. As long as your kid knows how to write a solid 5 paragraph essay with an intro, conclusion, and 3 paragraphs that'll be enough. English is a piece of cake and the math is generally one grade higher. This isn't the SAT.


Posted May 17, 2012

I don't want to say that Oxford is the best school there is, but it's pretty darn close. Yeah, it has its flaws, but let me tell you, they are SUBSTANTIALLY less than other schools. Just a quick look around campus and you'll see, it's well kept, and the bathrooms are clean. I'm not saying that the bathrooms are the end-all to what a great school should be, but it really reflects the kind of CARE that the administrators and janitors have for the school. As for some people saying "it'll ruin your life, etc." it honestly won't. Just like life, any high school is what YOU MAKE IT. If you try hard, respect the teachers/administration, and do well, you'll do fine in Oxford. Oxford is one of the only schools I know where the teachers care so much for their students that they would email them back in the middle of the night. Oxford teachers truly CARE. Also, Oxford holds its students up to a higher standard than other schools, and that's what sets us apart. We aim high and we achieve. And about that comment about there being graffiti, that's just flat out false. I've NEVER seen any graffiti around campus, and I've been attending for four years. Oxford is a great school. Consider it!


Posted April 14, 2012

Well, I'm an attending student at Oxford (at the moment). So far, I must agree with whoever posted on feb. 18th, because it DID ruin my whole life. It's JUST a regular school, people you must realize that! It's not gonna be "Yay! Balloons everywhere Oxford is so fun! ^_^" NO. It's not going to be an epic journey, it's just going to mean more competition for you. If you're very intelligent and smart.. I guess you can try a shot at it. It's a make or break situation.. you can get lucky or, just fall straight. Oxford is just like any other school, just in general a smaller school, less amount of students and a boost in their expectations for you to do well. BUT IN THE OTHER CASES, it's just a school! It's not a fancy college.. yes there is cussing and racism and all that bad stuff that you see at any school. It's NOT perfect. Hear me out when I say that.. it's not perfect. Believe it or not, but their most horrible problem is CHEATING, academic dishonesty... which gives my point to say that if you're son/daughter wants to try out, be sure they're honest and true to school. I'm considering on transferring schools because it wrecked my social life... anyways, good luck.


Posted April 3, 2012

I would like to register for my daughter at Oxford Academy in 2014, please advise. Thank you
—Submitted by a parent


Posted March 4, 2012

Hey, haters gonna hate. Most of the people on here that say Oxford is awful are bitter parents whose children did not get accepted, or bitter Lexington kids ^_^. If it is actually an Oxford student who speaks poorly of the school, then it is more likely than not that the student maintained friends in bad company. If a student works honestly and diligently, then he does not have to face cheating or academic problems. If a student maintains good company, he will not be exposed to illicit materials. And for those Lexington kids, I hope they realize that Oxford's scores are reported honestly, unlike their pick-and-chose system. These scores are from the entire student body, not a select few. Anyways, I attend this score and am an upperclassman. I know that this school isn't perfect, but it is far superior to any other California public school, and definitely better than any other school in the district.


Posted September 30, 2011

It amazes me how people can rate Oxford low. They obviously do not have a child that attends this school. The teachers are engaged with every child's growth and development. They are not only there for a paycheck. If you read the reviews from people who scored Oxford as "low", you only have to look at their grammar and consider the source. My daughter has been going there since 7th grade and loves it. She works diligently on her homework, and strives to do her best on every assignment and test. Someone commented that Oxford has a bunch of stuck of students, but I have never witnessed that. I have witnessed them attending sporting events at other schools, including Lexington, where they were made fun of by groups of rude and under disciplined children. I am proud to be an Oxford parent, and I know that my daughter will embrace life as an intelligent, confident, successful, well mannered woman. You wont see her flipping burgers as others will.
—Submitted by a parent


Posted April 18, 2011

My son graduated from Oxford Academy in 2009. Without a doubt he was well prepared for his college experience along with young adulthood situations. I found the teachers to be enthusiastic and the rigorous coursework worthwhile. The extra cirricular activities from Future Business Leaders of America, Debate Team, and ASB ehanced his abilities. I am so thankful for Oxford Academy.
—Submitted by a parent


Posted September 28, 2010

Is any kids from this school go to Harvard, Princeton? I think we are all over grade the public school. They are all bad. Let compare these students with the student from Private School.


Posted May 19, 2010

This school is people who really are SMART. There are many great and not so great reasons to go here. The great reasons are that if your student is smart, he can get into great colleges, and I don't mean A- smart, but like A+ on every single test smart (at a different school). The bad reasons are that there is not point of going to this school if you're students are dumb. If they actually pass the exam, they will cheat their butts off on EVERYTHING, what's the point of that? I mean, if you don't believe you're not that smart just go to Lexington just a few blocks down, it is an incredible school which actually BEAT Oxford at the STAR testing. To sum it all up, Go if you have plans on going to the IVY leagues, or just don't go.


Posted April 12, 2010

The testing process for new students is very bad. Some of the brightest students don't get selected because they didn't answer 2 questions or they had a problem with a scantron. All they have to say about is to try out the next year.
—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 2013.

This school's
API score

992

Change from
2012 to 2013

-3

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

992

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

-3

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 2012 and Spring 2013. 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 86% in 2013.

37 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%

2011

 
 
100%

2010

 
 
100%
English Language Arts

The state average for English Language Arts was 60% in 2013.

209 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
99%

2011

 
 
100%

2010

 
 
100%
Math

The state average for Math was 52% in 2013.

172 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
99%

2011

 
 
98%

2010

 
 
100%
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 50% in 2013.

165 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
95%

2011

 
 
96%

2010

 
 
96%
English Language Arts

The state average for English Language Arts was 57% in 2013.

207 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
100%

2011

 
 
100%

2010

 
 
100%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

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Geometry

The state average for Geometry was 85% in 2013.

34 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%

2011

 
 
100%

2010

 
 
97%
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

207 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
100%

2011

 
 
98%

2010

 
 
99%
Science

The state average for Science was 67% in 2013.

207 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
100%

2011

 
 
100%

2010

 
 
99%
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 25% in 2013.

17 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
92%

2011

 
 
95%

2010

 
 
92%
Algebra II

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

39 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
98%

2011

 
 
100%

2010

 
 
97%
Biology/Life Sciences

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

208 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
100%

2011

 
 
99%

2010

 
 
98%
Earth Science

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

2013

 
 
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English Language Arts

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

208 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%

2011

 
 
100%

2010

 
 
100%
General Mathematics (Grades 6 & 7 Standards)

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

2013

 
 
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2012

 
 
n/a

2011

 
 
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2010

 
 
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Geometry

The state average for Geometry was 45% in 2013.

152 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
100%

2011

 
 
96%

2010

 
 
90%
Integrated/Coordinated Science I

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

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2012

 
 
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2011

 
 
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Physics

The state average for Physics was 38% in 2013.

2013

 
 
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World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
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2010

 
 
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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

 
 
n/a

2010

 
 
n/a
Algebra II

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

130 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
87%

2011

 
 
86%

2010

 
 
79%
Biology/Life Sciences

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
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Chemistry

The state average for Chemistry was 46% in 2013.

191 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
95%

2011

 
 
88%

2010

 
 
72%
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.

191 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%

2011

 
 
99%

2010

 
 
100%
Geometry

The state average for Geometry was 15% in 2013.

2013

 
 
n/a

2012

 
 
88%

2011

 
 
82%

2010

 
 
n/a
High School (Summative) Mathematics (Grade 9-11)

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

52 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%

2011

 
 
94%

2010

 
 
100%
Science

The state average for Science was 54% in 2013.

191 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
100%

2011

 
 
99%

2010

 
 
96%
World History

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

191 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
97%

2011

 
 
95%

2010

 
 
95%
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.

11 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Biology/Life Sciences

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

21 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%

2011

 
 
100%

2010

 
 
99%
Chemistry

The state average for Chemistry was 32% in 2013.

55 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
97%

2011

 
 
92%

2010

 
 
96%
Earth Science

The state average for Earth Science was 37% 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 48% in 2013.

171 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
98%

2011

 
 
99%

2010

 
 
100%
Geometry

The state average for Geometry was 8% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
High School (Summative) Mathematics (Grade 9-11)

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

158 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
84%

2011

 
 
82%

2010

 
 
86%
Physics

The state average for Physics was 58% in 2013.

92 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
97%

2011

 
 
84%

2010

 
 
95%
U.S. History

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

171 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
100%

2011

 
 
99%

2010

 
 
97%
World History

The state average for World History was 19% 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

All Students100%
Females100%
Males100%
African Americann/a
Asian100%
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
Not 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)n/a
Parent education - college graduate100%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

English Language Arts

All Students99%
Females99%
Males100%
African Americann/a
Asian100%
Filipino100%
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantaged100%
Not economically disadvantaged99%
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 graduate100%
Parent education - some college (includes AA degree)97%
Parent education - college graduate100%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students97%
Females96%
Males99%
African Americann/a
Asian100%
Filipino100%
Hispanic or Latino93%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged99%
Not economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only97%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduate95%
Parent education - some college (includes AA degree)94%
Parent education - college graduate99%
Parent education - graduate school/post graduate96%
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 Students97%
Females97%
Males96%
African Americann/a
Asian97%
Filipino100%
Hispanic or Latino92%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged97%
Not 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 talented97%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)92%
Parent education - college graduate93%
Parent education - graduate school/post graduate100%
Parent education - declined to state97%

English Language Arts

All Students99%
Females98%
Males100%
African Americann/a
Asian100%
Filipino100%
Hispanic or Latino95%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged97%
Not economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability99%
English learnern/a
Fluent-English proficient and English only99%
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)100%
Parent education - college graduate100%
Parent education - graduate school/post graduate100%
Parent education - declined to state97%

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
Not 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 Students100%
Females100%
Males100%
African Americann/a
Asian100%
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
Not 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)n/a
Parent education - college graduate100%
Parent education - graduate school/post graduaten/a
Parent education - declined to state100%

History - Social Science Grade 8 Cumulative

All Students98%
Females97%
Males99%
African Americann/a
Asian99%
Filipino100%
Hispanic or Latino92%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged97%
Not economically disadvantaged98%
Students with disabilityn/a
Students with no reported disability98%
English learnern/a
Fluent-English proficient and English only98%
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)100%
Parent education - college graduate100%
Parent education - graduate school/post graduate100%
Parent education - declined to state95%

Science

All Students99%
Females98%
Males100%
African Americann/a
Asian100%
Filipino100%
Hispanic or Latino95%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged97%
Not economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability99%
English learnern/a
Fluent-English proficient and English only99%
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 graduate100%
Parent education - graduate school/post graduate100%
Parent education - declined to state99%
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 Students88%
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
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented92%
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 Students100%
Females100%
Males100%
African Americann/a
Asian100%
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
Not 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)n/a
Parent education - college graduate100%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Biology/Life Sciences

All Students99%
Females99%
Males100%
African Americann/a
Asian99%
Filipino100%
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged100%
Not economically disadvantaged99%
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 graduate100%
Parent education - some college (includes AA degree)100%
Parent education - college graduate100%
Parent education - graduate school/post graduate100%
Parent education - declined to state97%

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
Not 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 Students100%
Females100%
Males100%
African Americann/a
Asian100%
Filipino100%
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged100%
Not 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 graduate100%
Parent education - some college (includes AA degree)100%
Parent education - college graduate100%
Parent education - graduate school/post graduate100%
Parent education - declined to state100%

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
Not 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 Students95%
Females94%
Males95%
African Americann/a
Asian98%
Filipino86%
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged96%
Not economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)81%
Parent education - college graduate94%
Parent education - graduate school/post graduate100%
Parent education - declined to state100%

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
Not 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
Not 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
Not 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
Not 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 Students87%
Females85%
Males92%
African Americann/a
Asian93%
Filipino93%
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged88%
Not economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented90%
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 graduate89%
Parent education - graduate school/post graduaten/a
Parent education - declined to state87%

Biology/Life Sciences

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
Not 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 Students97%
Females97%
Males97%
African Americann/a
Asian98%
Filipino100%
Hispanic or Latino93%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged98%
Not economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only97%
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)n/a
Parent education - college graduate91%
Parent education - graduate school/post graduate100%
Parent education - declined to state99%

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
Not 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 Students100%
Females100%
Males100%
African Americann/a
Asian100%
Filipino100%
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged100%
Not 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)n/a
Parent education - college graduate100%
Parent education - graduate school/post graduate100%
Parent education - declined to state100%

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
Not 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 Students100%
Females100%
Males100%
African Americann/a
Asian100%
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 disadvantaged100%
Not 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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state100%

Science

All Students99%
Females100%
Males99%
African Americann/a
Asian100%
Filipino100%
Hispanic or Latino96%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged100%
Not economically disadvantaged99%
Students with disabilityn/a
Students with no reported disability99%
English learnern/a
Fluent-English proficient and English only99%
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 graduate100%
Parent education - graduate school/post graduate100%
Parent education - declined to state99%

World History

All Students98%
Females97%
Males100%
African Americann/a
Asian98%
Filipino100%
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)96%
Economically disadvantaged100%
Not economically disadvantaged98%
Students with disabilityn/a
Students with no reported disability98%
English learnern/a
Fluent-English proficient and English only98%
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)n/a
Parent education - college graduate100%
Parent education - graduate school/post graduate93%
Parent education - declined to state99%
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
Not 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 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
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability36%
English learnern/a
Fluent-English proficient and English only36%
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 Students100%
Females100%
Malesn/a
African Americann/a
Asian100%
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
Not 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 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 graduate100%
Parent education - declined to staten/a

Chemistry

All Students98%
Females97%
Males100%
African Americann/a
Asian98%
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 disadvantaged95%
Not economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability98%
English learnern/a
Fluent-English proficient and English only98%
Migrant educationn/a
Gifted and talented97%
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 graduate93%
Parent education - graduate school/post graduate100%
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
Not 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 Students99%
Females99%
Males99%
African Americann/a
Asian100%
Filipino94%
Hispanic or Latino97%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged98%
Not economically disadvantaged99%
Students with disabilityn/a
Students with no reported disability99%
English learnern/a
Fluent-English proficient and English only99%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduaten/a
Parent education - high school graduate94%
Parent education - some college (includes AA degree)96%
Parent education - college graduate100%
Parent education - graduate school/post graduate100%
Parent education - declined to state100%

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
Not 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 Students90%
Females84%
Males97%
African Americann/a
Asian94%
Filipino80%
Hispanic or Latino87%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged88%
Not economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduate88%
Parent education - some college (includes AA degree)80%
Parent education - college graduate93%
Parent education - graduate school/post graduate96%
Parent education - declined to state89%

Physics

All Students89%
Females81%
Males95%
African Americann/a
Asian94%
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)n/a
Economically disadvantaged88%
Not economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented91%
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 graduate92%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a

U.S. History

All Students99%
Females100%
Males99%
African Americann/a
Asian100%
Filipino100%
Hispanic or Latino97%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged98%
Not economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability99%
English learnern/a
Fluent-English proficient and English only99%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduaten/a
Parent education - high school graduate94%
Parent education - some college (includes AA degree)100%
Parent education - college graduate100%
Parent education - graduate school/post graduate100%
Parent education - declined to state100%

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
Not 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

English Language Arts

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

191 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%

2011

 
 
100%

2010

 
 
100%
Math

The state average for Math was 84% in 2013.

191 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%

2011

 
 
100%

2010

 
 
100%
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 Students100%
Females100%
Males100%
Gender Unknownn/a
African Americann/a
Asian100%
Filipino100%
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)100%
Declined to staten/a
Economically disadvantaged100%
Not economically disadvantaged100%
Economic Status Unknown100%
Students with disabilityn/a
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students100%
Females100%
Males100%
Gender Unknownn/a
African Americann/a
Asian100%
Filipino100%
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)100%
Declined to staten/a
Economically disadvantaged100%
Not economically disadvantaged100%
Economic Status Unknown100%
Students with disabilityn/a
Tested with modificationsn/a
English learnern/a
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 60%
Hispanic 16%
White 10%
Two or more races 2%
Black 1%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 36%N/AN/A
English language learners 0%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

This school has not yet provided program information.


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5172 Orange Avenue
Cypress, CA 90630
Website: Click here
Phone: (714) 220-3055

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