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GreatSchools Rating

Oxford Academy

Public | 7-12 | 1135 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 7 ratings
2011:
Based on 2 ratings
2010:
Based on 3 ratings

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57 reviews of this school


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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


Posted February 27, 2010

Oxford maybe the 4th best school in the nation, but lexington witch is less than a block away has higher test scores than Oxford. Also the student at Oxford are very stuck up and thing they can be smart on every one.
—Submitted by a parent


Posted February 19, 2010

Oxford academy is definately the best school i've ever been to. I only went for one year because my parents forced me to drop out, but it only took one year for me to fall in love with the school. It's not just the school, it's the enviornment that i loved. It is true that Oxford is a challenging school but your kids will love it because they will make friends who go through the same problems and such. The population is low so it basically forced all the students to befriend eachother and thus creating bonds that will last a lifetime. The campus is small, but beautiful. And if your kid's say they don't want to be a nerd, that is a LIE. I went there and everyone was laid back and hilarious. Oxford Academy is my home & will forever be. I love you guys Class of 2012!
—Submitted by a student


Posted February 19, 2010

If you are serious with your education apply at Oxford. The students at Oxford want to get only the best education teachers and parents we work together for only the best for our tudents. Do not come if you are going to study hard to help yourself and the school with high score thanks.
—Submitted by a parent


Posted December 23, 2009

I have my second child graduating from Oxford in June, both have been students there since 7th grade. I have been to every choir performance since they began choir in 8th grade and I have to say that the Christmas choir show this year was a disappointment. That has always been my favorite show of the year but the changes made this year (location, the band, risers and no chorio etc) took away the magic of the show. Other than that, I have been a happy parent knowing my kids have gone to one of the best schools in the nation. It hasn't been easy for either of them but has definitely been a character building experience.
—Submitted by a parent


Posted September 20, 2009

Oxford has some of the highest ratings in the country. One of the best places to have your child go to school. Very little bullying takes place and there is almost no drug/sex scene. In addition, the faculty and staff have a strong care for the students.
—Submitted by a parent


Posted July 7, 2009

For those who are asking the reason behind failing students who have passed the entrance exam, I believe that it isn't because the they are academically insufficient, but simply because they have what all other students have, tendencies to procrastinate and lack of study skills, sadly, I am be a clear example of this. As for the school itself, yes I agree it is excellent in getting you accustomed to the rigorous college life, however, it will only benefit you if you think you are up for the challenge. If you doubt that you will not do well in this school, don't come here, it is rather unnecessary stress and trouble if you come here fail.
—Submitted by a student


Posted July 7, 2009

For those who question the integrity of the entrance exam based on the failing students who have passed it; who is to say that the reason behind their failure is because of their academic insufficiency? I believe that the reasons for this is because these students have what all other students possess, an overwhelming tendency to procrastinate as well as a lack of study skills, emphasized by the extreme conditions of this particular school. I think Oxford is excellent in getting its students accustomed to the rigorous college life, not only are courses advanced, but they are also demanding. Nevertheless, a student's life will be out of balance at Oxford, due to the huge shift of weight towards the academics. My advice would be to only enter Oxford if you know you will do well, should the opposite happen it will cause unnecessary stress and drama for both parents and students.
—Submitted by a student


Posted June 14, 2009

This school is difficult. Yes. As the years go by, the students get to know each other very well but that doesn't stop the gossip. Teachers have drama with each other and students will excel at a regular school adn stand out there. Dont come here.


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

About these ratings

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

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

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

This school's
API score

995

Change from
2011 to 2012

+5

API Statewide Rank
(2011)

10 / 10

API Similar Schools Rank (2011)

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 2012

This school's
API score

995

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

+5

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

10 / 10

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

10 / 10

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

The state average for Algebra I was 86% in 2012.

36 students were tested at this school in 2012.

2012

 
 
100%

2011

 
 
100%

2010

 
 
100%

2009

 
 
100%
English Language Arts

The state average for English Language Arts was 62% in 2012.

204 students were tested at this school in 2012.

2012

 
 
99%

2011

 
 
100%

2010

 
 
100%

2009

 
 
100%
Math

The state average for Math was 52% in 2012.

168 students were tested at this school in 2012.

2012

 
 
99%

2011

 
 
98%

2010

 
 
100%

2009

 
 
99%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

The state average for Algebra I was 49% in 2012.

166 students were tested at this school in 2012.

2012

 
 
95%

2011

 
 
96%

2010

 
 
96%

2009

 
 
98%
English Language Arts

The state average for English Language Arts was 59% in 2012.

205 students were tested at this school in 2012.

2012

 
 
100%

2011

 
 
100%

2010

 
 
100%

2009

 
 
99%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 87% in 2012.

33 students were tested at this school in 2012.

2012

 
 
100%

2011

 
 
100%

2010

 
 
97%

2009

 
 
91%
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.

205 students were tested at this school in 2012.

2012

 
 
100%

2011

 
 
98%

2010

 
 
99%

2009

 
 
97%
Science

The state average for Science was 66% in 2012.

205 students were tested at this school in 2012.

2012

 
 
100%

2011

 
 
100%

2010

 
 
99%

2009

 
 
98%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

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

13 students were tested at this school in 2012.

2012

 
 
92%

2011

 
 
95%

2010

 
 
92%

2009

 
 
n/a
Algebra II

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

55 students were tested at this school in 2012.

2012

 
 
98%

2011

 
 
100%

2010

 
 
97%

2009

 
 
98%
Biology/Life Sciences

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

205 students were tested at this school in 2012.

2012

 
 
100%

2011

 
 
99%

2010

 
 
98%

2009

 
 
96%
Earth Science

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

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

205 students were tested at this school in 2012.

2012

 
 
100%

2011

 
 
100%

2010

 
 
100%

2009

 
 
100%
General Mathematics (Grades 6 & 7 Standards)

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 48% in 2012.

136 students were tested at this school in 2012.

2012

 
 
100%

2011

 
 
96%

2010

 
 
90%

2009

 
 
82%
Integrated/Coordinated Science 1

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
World History

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Algebra II

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

117 students were tested at this school in 2012.

2012

 
 
87%

2011

 
 
86%

2010

 
 
79%

2009

 
 
82%
Biology/Life Sciences

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Chemistry

The state average for Chemistry was 51% in 2012.

182 students were tested at this school in 2012.

2012

 
 
95%

2011

 
 
88%

2010

 
 
72%

2009

 
 
70%
Earth Science

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

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

182 students were tested at this school in 2012.

2012

 
 
100%

2011

 
 
99%

2010

 
 
100%

2009

 
 
100%
Geometry

The state average for Geometry was 17% in 2012.

17 students were tested at this school in 2012.

2012

 
 
88%

2011

 
 
82%

2010

 
 
n/a

2009

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

The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.

48 students were tested at this school in 2012.

2012

 
 
100%

2011

 
 
94%

2010

 
 
100%

2009

 
 
n/a
Science

The state average for Science was 53% in 2012.

182 students were tested at this school in 2012.

2012

 
 
100%

2011

 
 
99%

2010

 
 
96%

2009

 
 
99%
World History

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

181 students were tested at this school in 2012.

2012

 
 
97%

2011

 
 
95%

2010

 
 
95%

2009

 
 
91%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Algebra II

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
56%
Biology/Life Sciences

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

54 students were tested at this school in 2012.

2012

 
 
100%

2011

 
 
100%

2010

 
 
99%

2009

 
 
99%
Chemistry

The state average for Chemistry was 34% in 2012.

37 students were tested at this school in 2012.

2012

 
 
97%

2011

 
 
92%

2010

 
 
96%

2009

 
 
93%
Earth Science

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

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

156 students were tested at this school in 2012.

2012

 
 
98%

2011

 
 
99%

2010

 
 
100%

2009

 
 
100%
Geometry

The state average for Geometry was 9% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

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

The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.

146 students were tested at this school in 2012.

2012

 
 
84%

2011

 
 
82%

2010

 
 
86%

2009

 
 
90%
Physics

The state average for Physics was 56% in 2012.

65 students were tested at this school in 2012.

2012

 
 
97%

2011

 
 
84%

2010

 
 
95%

2009

 
 
n/a
U.S. History

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

156 students were tested at this school in 2012.

2012

 
 
100%

2011

 
 
99%

2010

 
 
97%

2009

 
 
97%
World History

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

All Students100%
Females100%
Males100%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged100%
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%

English Language Arts

All Students99%
Females99%
Males100%
African Americann/a
Asian100%
Filipino100%
Hispanic or Latino98%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged99%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)100%
Parent education - college graduate100%
Parent education - graduate school/post graduate100%
Parent education - declined to state99%

Math

All Students99%
Females99%
Males100%
African Americann/a
Asian100%
Filipino100%
Hispanic or Latino98%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged99%
Non-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 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

Algebra I

All Students95%
Females96%
Males96%
African Americann/a
Asian98%
Filipino94%
Hispanic or Latino95%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged95%
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 talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduate92%
Parent education - some college (includes AA degree)97%
Parent education - college graduate97%
Parent education - graduate school/post graduate96%
Parent education - declined to state94%

English Language Arts

All Students100%
Females100%
Males100%
African Americann/a
Asian100%
Filipino100%
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged100%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school 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
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students100%
Females100%
Males100%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged100%
Students with no reported disability100%
Fluent-English proficient and English only100%
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 graduate100%
Parent education - declined to state100%

History - Social Science Grade 8 Cumulative

All Students100%
Females100%
Males99%
African Americann/a
Asian100%
Filipino100%
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)97%
Economically disadvantaged99%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
Migrant educationn/a
Gifted and talented99%
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%

Science

All Students100%
Females100%
Males100%
African Americann/a
Asian100%
Filipino100%
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged100%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate100%
Parent education - some college (includes AA degree)100%
Parent education - college graduate100%
Parent education - graduate school/post graduate100%
Parent education - declined to state100%
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

Algebra I

All Students92%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only92%
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 state92%

Algebra II

All Students98%
Females94%
Males100%
African Americann/a
Asian98%
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantaged94%
Non-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 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 state98%

Biology/Life Sciences

All Students100%
Females100%
Males100%
African Americann/a
Asian100%
Filipino100%
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged100%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate100%
Parent education - graduate school/post graduaten/a
Parent education - declined to state100%

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 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%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate100%
Parent education - graduate school/post graduaten/a
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
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 Students100%
Females99%
Males100%
African Americann/a
Asian100%
Filipino100%
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)96%
Economically disadvantaged100%
Non-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 graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state100%

Integrated/Coordinated Science 1

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

World History

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

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

See California's state standards

Source: California Department of Education

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
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 Students87%
Females81%
Males93%
African Americann/a
Asian95%
Filipino76%
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged83%
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented85%
Parent education - not a high school graduaten/a
Parent education - high school graduate83%
Parent education - some college (includes AA degree)88%
Parent education - college graduate88%
Parent education - graduate school/post graduate92%
Parent education - declined to state88%

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
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 Students95%
Females92%
Males97%
African Americann/a
Asian98%
Filipino95%
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged90%
Non-economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduate82%
Parent education - some college (includes AA degree)92%
Parent education - college graduate97%
Parent education - graduate school/post graduate98%
Parent education - declined to state100%

Earth Science

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

English Language Arts

All Students100%
Females100%
Males100%
African Americann/a
Asian100%
Filipino100%
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged100%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate100%
Parent education - some college (includes AA degree)100%
Parent education - college graduate100%
Parent education - graduate school/post graduate100%
Parent education - declined to state100%

Geometry

All Students88%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only88%
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)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
White (not Hispanic)n/a
Economically disadvantaged100%
Non-economically disadvantaged100%
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

Science

All Students100%
Females100%
Males100%
African Americann/a
Asian100%
Filipino100%
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged100%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate100%
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 Students97%
Females96%
Males99%
African Americann/a
Asian99%
Filipino90%
Hispanic or Latino94%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged95%
Non-economically disadvantaged98%
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 graduate88%
Parent education - some college (includes AA degree)100%
Parent education - college graduate97%
Parent education - graduate school/post graduate100%
Parent education - declined to state100%
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

Algebra I

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

Algebra II

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
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

Biology/Life Sciences

All Students100%
Females100%
Males100%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged100%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)100%
Parent education - college graduate100%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students97%
Females100%
Males93%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only97%
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 graduate94%
Parent education - graduate school/post graduaten/a
Parent education - declined to state100%

Earth Science

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

English Language Arts

All Students98%
Females97%
Males100%
African Americann/a
Asian99%
Filipino100%
Hispanic or Latino96%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged98%
Non-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 graduaten/a
Parent education - some college (includes AA degree)100%
Parent education - college graduate100%
Parent education - graduate school/post graduate100%
Parent education - declined to state96%

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
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 Students84%
Females77%
Males91%
African Americann/a
Asian88%
Filipino88%
Hispanic or Latino71%
American Indian or Alaska Nativen/a
White (not Hispanic)79%
Economically disadvantaged73%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented84%
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 graduate81%
Parent education - graduate school/post graduate96%
Parent education - declined to state91%

Physics

All Students97%
Females100%
Males96%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latino100%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged100%
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only97%
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)100%
Parent education - college graduate96%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

U.S. History

All Students100%
Females100%
Males99%
African Americann/a
Asian99%
Filipino100%
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged100%
Non-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 graduaten/a
Parent education - some college (includes AA degree)100%
Parent education - college graduate100%
Parent education - graduate school/post graduate100%
Parent education - declined to state96%

World History

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

About the tests


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

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

See California's state standards

Source: California Department of Education

English Language Arts

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

184 students were tested at this school in 2012.

2012

 
 
100%

2011

 
 
100%

2010

 
 
100%

2009

 
 
100%
Math

The state average for Math was 84% in 2012.

184 students were tested at this school in 2012.

2012

 
 
100%

2011

 
 
100%

2010

 
 
100%

2009

 
 
100%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

English Language Arts

All Students100%
Females100%
Males100%
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%
Non-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%
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%
Non-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 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

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

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
Asian 57% 8%
White 13% 28%
Hispanic or Latino 12% 49%
Filipino 8% 3%
Multiple or No Response 7% 3%
African American 1% 7%
Pacific Islander 1% 1%
American Indian or Alaska Native 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 10%N/A24%
Students eligible for free or reduced-price lunch program 219%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Average class size

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

Teacher experience

  This school District averageState average
Average years teaching in district 9N/A11
Average years teaching 11N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 98%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

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

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