Advertisement
Advertisement

GreatSchools Rating

Diamond Bar High School

Public | 9-12

 
 

Living in Diamond Bar

Situated in an urban neighborhood. The median home value is $400,000. The average monthly rent for a 2 bedroom apartment is $2,190.

Source: Sperling's Best Places
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 3 ratings
2013:
Based on 3 ratings
2012:
Based on 1 rating
2011:
Based on 5 ratings

Teacher quality

Principal leadership

Parent involvement

Rate this school

Click on stars to rate
Please select a star rating for this school.
    Helpful reviews answer questions:
  • What do you think others should know?
  • What do you like?
  • How could your school improve?
    Review Guidelines
    GreatSchools won’t post reviews that contain:
  • Inappropriate language
  • Allegations of criminal conduct
  • Names of students, teachers or staff
1200 characters remaining
Please read and accept our Terms of Use to join GreatSchools.
Please indicate your relationship to the school.
Registration is required to post your anonymous review
We will not display your name, photo or email address with your review.
OR
Your email address will never be published or shared.
Indicates a required field

49 reviews of this school


Sort by:
Show reviews by:
Posted April 29, 2014

My school has more diversity and flexible areas than other school. I am so happy for my children to be with faculty and students.
—Submitted by a parent


Posted March 3, 2014

My son is the 11th grade Summary: * Teachers:"F". They are horrible. Very lazy and absolutely no motivation to give the minimal effort. The only reason school's scores are competitive is because students work hard in spite of the poor teachers. The system is set up so that if students get high AP scores, then it must be because of the great teachers, right? Well, not quite. My son had a teacher tell the kids to leave the classroom so he could make a personal call for the whole class period. Another would scream and yell at students all the time. While yet another didn't know how to do the math problems so would work out the easiest one in the chapter and assign all the rest without teaching the content. Administration: "D". Principal doesn't want to document infractions against teachers, etc. As a result, they tolerate poor teachers. Many schools sponsor lots of academic competitions to promote high achievement. This school has AP, IB, and that is pretty much it. We asked them to promote the different olympiads and they weren't interested. We asked them to administer other AP tests (not offered at the school). The teacher did not want to come in to administer a test.
—Submitted by a parent


Posted February 15, 2014

There is good and there is bad. However, there's actually more bad than good. GOOD: DBHS is highly regarded, has high test scores, relatively clean campus, and open doors for lots and lots of opportunities. Students are hard-working, dedicated, but it can be a little extreme. With a award-winning music program, world-class calculus classes, CIF wins in many sports, and a ridiculously high API score of 895 (2013), DBHS is regal. BAD: There are bad teachers for more difficult subjects, and social status and wealth dictates your social standing, which in the end dooms your high school life. Music program "requires" donations, and shuns peers that are less talented and active. The presumptuous majority of students are snobbish, judgmental, and die-hard-study-or-become-worthless thinkers. This is sad, because far too many students think that good grades mean college. Classrooms can be overcrowded, and lack of racial diversity interaction makes a social hierarchy, with the majority race standing on top. The popularity and success of a student in DBHS is dictated by their social standing, or wealth. Kids with money tend to be more "privileged", such as United Student Body (Leadership).
—Submitted by a student


Posted October 18, 2013

Terrible. How did this school get a 4 stars this place sucked. Only a few of the teachers were really good like the math ones. That's about it.
—Submitted by a student


Posted September 16, 2013

This is hilarious, reading all of these comments bashing this school, Im sorry, but those who did likely did not work hard or worked at all. This is a great school with great teachers and amazing opportunities, its competitive as heck and thats the brilliance of it. Its as real world as you get, so many people complain that its so hard but thats only because they dont understand how hard life is. As a student who has taken nothing but the most rigorous schedule (we're talking all AP/IB) every year, I have to say that you wont find a better school. The people you meet here are great and will move you forward, a good rule of thumb is to be friends with those smarter than or as smart as you from day one. I will admit, around 100 of the people in my class are likely stoners but that was their choice. In summary, make good choices and actually care about school, do both and you will be great. Also, at the comment that all the smart kids go to tutors or something- thats completely false, not to sound snooty, but if you understood the material you wouldn't need to be tutored, and all the people here who care about and work at their classes deserve their hard earned grades.
—Submitted by a student


Posted March 17, 2013

Diamond Bar High School is, in my opinion, such a great school that offers so many opportunities to succeed to its students. Many down here on the comments have written that the school's success is based on solely students' hard work, but I strongly disagree. While currently attending a top-15 university, I see my high school teachers' (Buccola, Alcosser, Hwang, etc.) effort and work ethic reverberate onto my own work today. This school, overall, prepares students very well. As long as students form a positive group of friends, stay active in school-activities (such as band, sports, community service clubs, usb, etc.), and stay focused in studies. DBHS is of course a very competitive school, but it's that competition which drives students to excel and be prepared for their future.
—Submitted by a student


Posted November 2, 2012

There are some great teachers, and a little more bad ones. The band room is extremely messy . The workload is huge and many teachers don't even teach. Staff is also rude sometimes. I do not recommend this school. Everyone gets private tutors, but why? Why should the school take credit for all the good grades we (students) achieved with outside tutoring when the teachers should be teaching. My grades have plummeted going to this school. If you can afford private education, I suggest you enroll your child into a private school. This is not a good school , don't waste your time.
—Submitted by a student


Posted November 19, 2011

I am a current senior and I don't recommend DBHS. My family and I had always thought that DBHS was a great school. Little did we know that it has really gone downhill since we moved here. Half of the teachers I've had are at best mediocre, and I had to teach myself when my teachers didn't teach the lesson well. The counselors and faculty aren't great either and I find them unapproachable. The extracurriculars are great but I feel that was the only thing DBHS had going for it. I wouldn't recommend this school and I suggest parents reading this search for better options for their child.
—Submitted by a student


Posted October 5, 2011

Disappointed and unhappy. Transferring here was one of the worst decisions of my life and I truly regret coming here, thinking that DBHS will provide me with what I need. They didn't. They said they were "unable" to match up the classes and just gave me a random TA position knowing how much that will negatively affect me in terms of academic. This school may be prestigious and all, but it has nothing to do with the staff or the teachers. I am angry and disappointed, I'm in my most important year of high school where everything counts and I feel like they're just playing around with my classes as if they don't seem to care how much it will hinder my college transcript and application. The faculty shows no effort in helping a student, especially someone in their most important year of high school. I gave up APs at my old school and when I got to DBHS, they gave me nothing but poor "just to fill in credits" classes. Don't waste your time coming to this school. DISAPPOINTED.
—Submitted by a student


Posted March 30, 2011

Have been attending this school for the past four years and have finally graduated. My evaluation of Diamond Bar High School is not too positive. Reading the articles and hearing others saying that this school is top tier, having a reputation of having that best calculus program in the world, while this maybe true, the credit should not go to the school, but the individual student, I am sure most of the students who are successful have obtained a private tutor, because the faculty does little to no effort in helping the student to his/her success and this also applies to other subjects as well. Some of the teachers that I've had takes their job as a forced "routine" and not a challenge that they will enjoy for the sake of teaching. As for the student faculty, majority of them are obnoxious, arrogant and rude. I've have seen a lot of my friends from elementary school/middle school change their personality drastically (for the worst) during the four years of attendance because the sheer influence from majority of their "peers". Please reconsider or look for more valuable options before considering this school.
—Submitted by a student


Posted March 20, 2011

Segregated PTAs -- seven -- one for each ethnic group. (You can find this for yourself on the school website). The ethnic groups stick to themselves and exclude parents from outside their group. This was tough to take as mixed-ethnicity parents since we were basically shunned by the PTA groups and other parents to the point of it being cruel. If the PTAs are like this, you can imagine how bad it is for the kids with this kind of example being set by parents and condoned by the school allowing such an environment. I was shocked when we moved here from a racially diverse city where the ethnic groups mix and work together. Teachers and principal are fine and responsive to concerns, the test scores are high, it's a very safe neighborhood, but the community is comprised of very rigid cliques. It's very sad. I suppose if you fall into one of the preferred ethnic groups, are NOT mixed race, and are comfortable with the segregation you might be very happy here. But, I find it pretty horrible and shameful and would not recommend this school.
—Submitted by a parent


Posted February 3, 2011

Ironically although this school is known to be one of SoCal's finest, that is truly not the case. Many of the praises given to DBHS have been about high test scores, and to be honest, that is all the school has to it's name. The vast majority of it's staff has no true understanding on how to handle students, except when it comes to punishing or degrading them. Many of the school's more finer teachers have left or have been fired due to financial problems, and much of the lower quality staff remains. The students are also of poor quality, as the majority of the students enjoy ridiculing other students, fighting, or spreading rumors. For all parents who are considering this school that believe sending your child here will help them get into a better college will be disappointed that the opposite occurs. Because of the competitive and snobbish nature of many students, to truly stand out in this school is extremely difficult. Overall, this school may have used to be a great option, but the quality of the school has completely diminished over the years.
—Submitted by a student


Posted October 13, 2010

All of our children attended DBHS
—Submitted by a parent


Posted July 28, 2010

I don't like how the teachers and the school's programs are praised for the good name of DBHS when, in reality, the true reasons for the school's good reputation are the self-motivated and hard working students who persevere despite being taught by incompetent teachers.
—Submitted by a student


Posted October 5, 2009

Starting from the principle to the teachers, everybody is very dedicated and helpful. Just walk into this school, you will feel welcome. Students are amazing, well behaved and also ready to lend a helping hand. Music academy program headed by Mr. Acciani is just great. My daughter loves it.
—Submitted by a parent


Posted August 17, 2008

As a student of this school, I have notice something, first off the academic standard of this school. The teachers are very socialble and will give help when asked, but being very socialable the teachers that i have notice do not teach the students effectively and sometimes just talk about there weekends or other off topic situations, which i personally dislike. As for Athletics, DBHS has a very good program, winning CIF championships and watching the athletics take action is very enjoyable. Now, for the social life, this is what i have experinced, (this doesn't apply to everyone, but the majority) choosing your friends is very importaint during your freshman year, seriously, if you dont, doin hookah or playing beer pong is something you might be ending up doing through out your high school life.
—Submitted by a student


Posted August 9, 2008

This is a really good school. There are great teachers, staff, and it is also a clean campus. I would recommend this school if you want your child to be a successful student. Some people say its overcrowded, but that's not a bad thing. Every student is helped either by a teacher, tutor, or counsler. The world is overcrowded too, you don't see me complaining. Some parents don't understand that more people mean more socialization. More help from other students instead of just the teachers. It teaches kids to live in the real world, not just a dumb school with a small population.
—Submitted by a student


Posted November 8, 2007

overcrowded,some teacchers are average,they shld. have entrance exam. before entering here not just keep on accepting students
—Submitted by a parent


Posted July 21, 2007

This school is extremely overcrowded. For a special needs child or one that is just very sensitive emotionaly this is defiantly not the place to send them. Classrooms are too small to accomidate the student enrollment.
—Submitted by a parent


Posted July 19, 2007

It's a shame that the this school is mainly student driven. For the most part, the teachers do not really care. Having known many students that went through this school along with my kid, I can safely say that this school will probably be among the worse if it weren't for the self-motivated students and parental support. Although they have many programs and activities, most came out due to necessity of the students who were driven hard by their parents to do well. A good number of students take private tutored classes. The school is not diverse at all. Lack of interracial activities plague the campus.
—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

877

Change from
2012 to 2013

+2

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

4 / 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 did not meet all student subgroup API targets for 2013

This school's
API score

877

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

+2

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

10 / 10

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

4 / 10

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

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

124 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
46%

2011

 
 
53%

2010

 
 
36%
Algebra II

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

306 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
90%

2011

 
 
93%

2010

 
 
83%
Biology/Life Sciences

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

324 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
94%

2011

 
 
95%

2010

 
 
96%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

715 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
81%

2011

 
 
84%

2010

 
 
83%
General Mathematics (Grades 6 & 7 Standards)

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

70 students were tested at this school in 2013.

2013

 
 
30%

2012

 
 
40%

2011

 
 
20%

2010

 
 
16%
Geometry

The state average for Geometry was 45% in 2013.

213 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
60%

2011

 
 
55%

2010

 
 
56%
Integrated/Coordinated Science I

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

16 students were tested at this school in 2013.

2013

 
 
13%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

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

346 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
61%

2011

 
 
72%

2010

 
 
70%
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.

64 students were tested at this school in 2013.

2013

 
 
21%

2012

 
 
11%

2011

 
 
31%

2010

 
 
23%
Algebra II

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

233 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
43%

2011

 
 
55%

2010

 
 
40%
Biology/Life Sciences

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

258 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
74%

2011

 
 
69%

2010

 
 
66%
Chemistry

The state average for Chemistry was 46% in 2013.

370 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
83%

2011

 
 
71%

2010

 
 
75%
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.

719 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
76%

2011

 
 
76%

2010

 
 
74%
Geometry

The state average for Geometry was 15% in 2013.

99 students were tested at this school in 2013.

2013

 
 
23%

2012

 
 
27%

2011

 
 
18%

2010

 
 
19%
High School (Summative) Mathematics (Grade 9-11)

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

291 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
84%

2011

 
 
78%

2010

 
 
83%
Science

The state average for Science was 54% in 2013.

716 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
80%

2011

 
 
80%

2010

 
 
79%
World History

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

431 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
69%

2011

 
 
73%

2010

 
 
74%
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.

36 students were tested at this school in 2013.

2013

 
 
7%

2012

 
 
7%

2011

 
 
4%

2010

 
 
15%
Algebra II

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

81 students were tested at this school in 2013.

2013

 
 
26%

2012

 
 
21%

2011

 
 
27%

2010

 
 
20%
Biology/Life Sciences

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

157 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
89%

2011

 
 
84%

2010

 
 
89%
Chemistry

The state average for Chemistry was 32% in 2013.

384 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
58%

2011

 
 
59%

2010

 
 
55%
Earth Science

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

25 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
88%

2011

 
 
86%

2010

 
 
91%
English Language Arts

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

758 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
70%

2011

 
 
73%

2010

 
 
71%
Geometry

The state average for Geometry was 8% in 2013.

46 students were tested at this school in 2013.

2013

 
 
17%

2012

 
 
3%

2011

 
 
20%

2010

 
 
24%
High School (Summative) Mathematics (Grade 9-11)

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

542 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
67%

2011

 
 
72%

2010

 
 
71%
Physics

The state average for Physics was 58% in 2013.

19 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
83%

2011

 
 
100%

2010

 
 
95%
U.S. History

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

755 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
70%

2011

 
 
73%

2010

 
 
71%
World History

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

12 students were tested at this school in 2013.

2013

 
 
17%

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 Students42%
Females46%
Males39%
African Americann/a
Asian55%
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)38%
Economically disadvantaged29%
Non-economically disadvantaged45%
Students with disabilityn/a
Students with no reported disability43%
English learner43%
Fluent-English proficient and English only42%
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)33%
Parent education - college graduate44%
Parent education - graduate school/post graduate50%
Parent education - declined to staten/a

Algebra II

All Students89%
Females88%
Males90%
African Americann/a
Asian91%
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)75%
Economically disadvantaged97%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability89%
English learner85%
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduate94%
Parent education - some college (includes AA degree)92%
Parent education - college graduate85%
Parent education - graduate school/post graduate93%
Parent education - declined to state82%

Biology/Life Sciences

All Students95%
Females93%
Males97%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged97%
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability95%
English learner60%
Fluent-English proficient and English only97%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduaten/a
Parent education - high school graduate90%
Parent education - some college (includes AA degree)95%
Parent education - college graduate92%
Parent education - graduate school/post graduate99%
Parent education - declined to state91%

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 Students85%
Females91%
Males80%
African American78%
Asian89%
Filipino81%
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged74%
Non-economically disadvantaged86%
Students with disability32%
Students with no reported disability88%
English learner35%
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate81%
Parent education - some college (includes AA degree)76%
Parent education - college graduate87%
Parent education - graduate school/post graduate93%
Parent education - declined to state70%

General Mathematics (Grades 6 & 7 Standards)

All Students30%
Females35%
Males28%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino22%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)38%
Economically disadvantaged6%
Non-economically disadvantaged37%
Students with disability15%
Students with no reported disability40%
English learnern/a
Fluent-English proficient and English only29%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate6%
Parent education - some college (includes AA degree)43%
Parent education - college graduate42%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students54%
Females45%
Males62%
African Americann/a
Asian58%
Filipino60%
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)55%
Economically disadvantaged21%
Non-economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability54%
English learner63%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talented67%
Parent education - not a high school graduaten/a
Parent education - high school graduate38%
Parent education - some college (includes AA degree)25%
Parent education - college graduate60%
Parent education - graduate school/post graduate62%
Parent education - declined to state57%

Integrated/Coordinated Science I

All Students13%
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 disadvantaged9%
Students with disabilityn/a
Students with no reported disability15%
English learnern/a
Fluent-English proficient and English only14%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Physics

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

World History

All Students63%
Females61%
Males67%
African Americann/a
Asian72%
Filipino56%
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)61%
Economically disadvantaged29%
Non-economically disadvantaged69%
Students with disability55%
Students with no reported disability64%
English learner50%
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduate48%
Parent education - some college (includes AA degree)48%
Parent education - college graduate66%
Parent education - graduate school/post graduate77%
Parent education - declined to state61%
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 Students21%
Females9%
Males26%
African Americann/a
Asian31%
Filipinon/a
Hispanic or Latino20%
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 disadvantaged20%
Students with disability0%
Students with no reported disability28%
English learnern/a
Fluent-English proficient and English only21%
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)18%
Parent education - college graduate33%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students57%
Females58%
Males56%
African Americann/a
Asian61%
Filipino82%
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged45%
Non-economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability57%
English learner75%
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talented73%
Parent education - not a high school graduaten/a
Parent education - high school graduate53%
Parent education - some college (includes AA degree)42%
Parent education - college graduate63%
Parent education - graduate school/post graduate58%
Parent education - declined to staten/a

Biology/Life Sciences

All Students73%
Females70%
Males75%
African American73%
Asian74%
Filipino82%
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged77%
Non-economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability73%
English learner28%
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduaten/a
Parent education - high school graduate79%
Parent education - some college (includes AA degree)68%
Parent education - college graduate75%
Parent education - graduate school/post graduate78%
Parent education - declined to state45%

Chemistry

All Students69%
Females64%
Males76%
African Americann/a
Asian70%
Filipinon/a
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged65%
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented85%
Parent education - not a high school graduaten/a
Parent education - high school graduate80%
Parent education - some college (includes AA degree)55%
Parent education - college graduate67%
Parent education - graduate school/post graduate75%
Parent education - declined to staten/a

Earth Science

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

English Language Arts

All Students73%
Females77%
Males68%
African American57%
Asian81%
Filipino75%
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)66%
Economically disadvantaged64%
Non-economically disadvantaged74%
Students with disability18%
Students with no reported disability75%
English learner9%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduate36%
Parent education - high school graduate57%
Parent education - some college (includes AA degree)53%
Parent education - college graduate79%
Parent education - graduate school/post graduate84%
Parent education - declined to state42%

Geometry

All Students23%
Females18%
Males29%
African Americann/a
Asian31%
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)21%
Economically disadvantaged17%
Non-economically disadvantaged24%
Students with disabilityn/a
Students with no reported disability23%
English learner54%
Fluent-English proficient and English only19%
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)13%
Parent education - college graduate24%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students83%
Females82%
Males83%
African Americann/a
Asian82%
Filipinon/a
Hispanic or Latino88%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged74%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduaten/a
Parent education - high school graduate82%
Parent education - some college (includes AA degree)75%
Parent education - college graduate78%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a

Science

All Students79%
Females78%
Males81%
African American64%
Asian85%
Filipino88%
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged78%
Non-economically disadvantaged80%
Students with disability34%
Students with no reported disability82%
English learner30%
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate55%
Parent education - high school graduate70%
Parent education - some college (includes AA degree)66%
Parent education - college graduate83%
Parent education - graduate school/post graduate90%
Parent education - declined to state63%

World History

All Students74%
Females71%
Males78%
African American33%
Asian80%
Filipino67%
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged70%
Non-economically disadvantaged75%
Students with disability24%
Students with no reported disability77%
English learner35%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduaten/a
Parent education - high school graduate58%
Parent education - some college (includes AA degree)51%
Parent education - college graduate78%
Parent education - graduate school/post graduate85%
Parent education - declined to state56%
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 Students7%
Females0%
Males14%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantaged10%
Students with disabilityn/a
Students with no reported disability8%
English learnern/a
Fluent-English proficient and English only4%
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)0%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students26%
Females23%
Males28%
African Americann/a
Asian29%
Filipinon/a
Hispanic or Latino16%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)35%
Economically disadvantagedn/a
Non-economically disadvantaged24%
Students with disabilityn/a
Students with no reported disability26%
English learner56%
Fluent-English proficient and English only18%
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)29%
Parent education - college graduate23%
Parent education - graduate school/post graduate13%
Parent education - declined to staten/a

Biology/Life Sciences

All Students84%
Females88%
Males80%
African Americann/a
Asian91%
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged83%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)67%
Parent education - college graduate87%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Chemistry

All Students60%
Females60%
Males60%
African Americann/a
Asian70%
Filipino62%
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)41%
Economically disadvantaged51%
Non-economically disadvantaged61%
Students with disabilityn/a
Students with no reported disability60%
English learner24%
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduaten/a
Parent education - high school graduate39%
Parent education - some college (includes AA degree)44%
Parent education - college graduate61%
Parent education - graduate school/post graduate71%
Parent education - declined to state67%

Earth Science

All Students84%
Femalesn/a
Males81%
African Americann/a
Asian82%
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 disadvantaged83%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only84%
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 Students71%
Females77%
Males65%
African American27%
Asian79%
Filipino76%
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)60%
Economically disadvantaged58%
Non-economically disadvantaged72%
Students with disability17%
Students with no reported disability74%
English learner20%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduaten/a
Parent education - high school graduate64%
Parent education - some college (includes AA degree)55%
Parent education - college graduate73%
Parent education - graduate school/post graduate84%
Parent education - declined to state51%

Geometry

All Students17%
Females24%
Males14%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino10%
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 disadvantaged22%
Students with disabilityn/a
Students with no reported disability17%
English learnern/a
Fluent-English proficient and English only15%
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)12%
Parent education - college graduate18%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students72%
Females69%
Males75%
African Americann/a
Asian79%
Filipino57%
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)55%
Economically disadvantaged70%
Non-economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability72%
English learner61%
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduaten/a
Parent education - high school graduate67%
Parent education - some college (includes AA degree)54%
Parent education - college graduate68%
Parent education - graduate school/post graduate82%
Parent education - declined to state81%

Physics

All Students100%
Femalesn/a
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
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 talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students70%
Females70%
Males70%
African American46%
Asian75%
Filipino75%
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged55%
Non-economically disadvantaged72%
Students with disability38%
Students with no reported disability71%
English learner13%
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduate62%
Parent education - some college (includes AA degree)53%
Parent education - college graduate74%
Parent education - graduate school/post graduate80%
Parent education - declined to state55%

World History

All Students17%
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 disadvantaged20%
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.

720 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
97%

2011

 
 
96%

2010

 
 
97%
Math

The state average for Math was 84% in 2013.

720 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
96%

2011

 
 
99%

2010

 
 
98%
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 Students94%
Females96%
Males93%
Gender Unknownn/a
African American95%
Asian94%
Filipino100%
Hispanic or Latino93%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)93%
Declined to staten/a
Economically disadvantaged94%
Non-economically disadvantaged95%
Economic Status Unknown76%
Students with disability68%
Tested with modificationsn/a
English learner52%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students98%
Females98%
Males97%
Gender Unknownn/a
African American100%
Asian99%
Filipino100%
Hispanic or Latino92%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)97%
Declined to staten/a
Economically disadvantaged95%
Non-economically disadvantaged98%
Economic Status Unknown93%
Students with disability68%
Tested with modificationsn/a
English learner93%
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 64%
Hispanic 17%
White 11%
Black 3%
Two or more races 1%

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 11%N/AN/A
English language learners 7%N/AN/A

Teacher experience

  This school District averageState average
First-year teachers 2%N/AN/A
Source: CRDC, 2011-2012

This school has not yet provided program information.


Help other families

Millions of families turn to GreatSchools for help with their
school search. You can help these families by providing
a few details about this school.

Administrators & teachers: Let your school shine!

Help your school shine online by adding program highlights, photos and more on GreatSchools! Get started »

Upcoming Events

No upcoming events found for this school
Searching for school events...
Date
Title
  • {{date}}
    {{title}}
Export calendar
Outlook.com
Microsoft Outlook
iCal Format
Google Calendar
Print Calendar
Uploading, please wait...
POWERED BY
Tandem
Notice an inaccuracy? Let us know!

21400 Pathfinder Road
Diamond Bar, CA 91765
Website: Click here
Phone: (909) 594-1405

ADVERTISEMENT
ADVERTISEMENT

Compare this school
to nearby schools

Compare schools »

Compare

Add this school to compare

Nearby schools




Ivy League School
Rowland Heights, CA


John A. Rowland High School
Rowland Heights, CA



ADVERTISEMENT
ADVERTISEMENT